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Eric Kuo

Research Associate, Cognitive Science Learning Laboratory

Research Interests

My focus is on the interplay between mathematical reasoning and conceptual understanding in scientific problem solving. What constitutes expert problem-solving practice? What does it mean to "understand an equation?" How do attitudes toward problem solving guide problem-solving practice? How do we design instruction to teach for adaptive problem solving?

Kuo, E., Hallinen, N. R., & Conlin, L. D. (2017). When procedures discourage insight: Epistemological consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education.

Kuo, E. & Wieman, C. E. (2016). Toward instructional design principles: Inducing Faraday’s law with contrasting cases. Physical Review Physics Education Research, 12, 010128.

Redish, E. F. & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science and Education, 24(5-6), 561-590.

Elby, A, Kuo, E., Gupta, A., & Hull, M. M. (2015). Tensions and trade-offs in instructional goals for physics courses aimed at engineers. 2015 American Society for Engineering Education Annual Conference & Exposition Proceedings, Seattle, WA.

Kuo, E. & Wieman, C. E. (2015). Seeking instructional specificity: An example from analogical instruction. Physical Review Special Topics - Physics Education Research, 11(2), 020133.

Kuo, E., Hallinen, N. R., & Conlin, L. D. (2015). How prompting force diagrams discourages student use of adaptive problem-solving shortcuts. In A. D. Churukian, D. L. Jones, L. Ding (Eds.), 2015 Physics Education Research Conference Proceedings, College Park, MD, July 29-30, 2015, pp. 183-186.

Salehi, S., Keil, M., Kuo, E., & Wieman, C. E. (2015). How to structure an unstructured activity: Generating physics rules from simulation or contrasting cases. In A. D. Churukian, D. L. Jones, L. Ding (Eds.), 2015 Physics Education Research Conference, College Park, MD, July 29-30, 2015, pp. 291-294.

Kuo, E. & Champney, D. (2014). Three Diagnoses of Why Transfer Across Disciplines Can Fail and Their Implications for Interdisciplinary Education. In Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1. Boulder, CO: International Society of the Learning Sciences. 62-69.

Hull, M., Kuo, E., Gupta, A., & Elby, A. (2013). Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning. Physical Review Special Topics - Physics Education Research, 9(1), 010105.

Kuo, E., Hull, M.M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems. Science Education, 97(1), 32-57.

Kuo, E., Champney, D., & Little, A. (2013). Considering Factors Beyond Transfer Of Knowledge. In P. V. Engelhardt, A. D. Churukian, N. S. Rebello (Eds.), 2012 Physics Education Research Conference, Philadelphia, PA, 1-2 August, 2012, AIP Conference Proceedings. 1513, 230-233.

Champney, D. & Kuo, E. (2012). An evolving graphical image of approximation with Taylor series: A case study. In S. Brown, S. Larsen, K. Marrongelle, & M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education (Vol. 1, pp. 1-94 to 1-107). Portland, OR.