Learn more about my group's research at the University of Nebraska Omaha. We have active projects in physics and chemistry education research and institutional change.
Our research team is developing and testing an inventory of effective teaching practices based on the original Teaching Practices Inventory. Two versions are under development: a self-report for faculty and a student observation report. The student observation report is being designed as a potential bias-free replacement for traditional student evaluations in higher education. Click on the header (or here) for more information and for the most recent version of the inventory.
The Omaha Assessment of Process in Problem-Solving, or O-APPS, is a rubric for the assessment of problem-solving process in introductory physics courses. In contrast to other work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. The current rubric is in its third version, having undergone validity and reliability testing over multiple years. Click on the header (or here) for more information and for the most recent version of the rubric.
In this project, we are using the Resource Framework to recontextualize Threshold Concepts or Threshold Knowledge. Our approach to threshold knowledge is different from that described by Meyer and Land. In the original theoretical framework, threshold knowledge refers to the "understanding" of certain disciplinary content knowledge. However, framing understanding within the context of situated cognition requires reexamining the underlying threshold. Is it the disciplinary content, or some underlying ability? Furthermore, knowledge is inseparable from action, so any threshold theory also needs to take into account student action. We propose it is the underlying student ability that can serve as a threshold to student action and use the Resource Framework to begin modeling "ability" in this context.
Assessment of Scientific Reasoning and Practice Abilities
My research group has a long history of projects dealing with the development and assessment of student reasoning and practice abilities. Projects have included the development of a physical science course for pre-service teachers, measurement of scientific reasoning abilities across large groups of students in higher education, development of metacognitive "thinking tasks," and specific curriculum development in chemistry and physics. Much of this work is codified in my books for educators and two high school curricula in physics and chemistry.
“Epistemological thresholding: dynamic mental models and scientific reasoning ability,” J.C. Moore and J. Slisko, J. Res. Sci. Teach. (in prep).
“Efficacy of multimedia learning modules as preparation for lecture-based tutorials in electromagnetism” J.C. Moore, Phys. Rev. STPER (under review). (pdf)
“Dynamic Visualizations of Multi-Body Physics Problems and Scientific Reasoning Ability: A Threshold to Understanding,” J.C. Moore and J. Slisko, Proceeding of GIREP (under review). (pdf)
“Hidden Circuits: An Authentic Research Experience in One Lab Period,” J.C. Moore and L.J. Rubbo, Phys. Teach. (in press).
“Application of the cognitive apprenticeship framework to a middle school robotics camp,” B. Larkins, J.C. Moore, L.R. Covington, and L.J. Rubbo, SIGCSE’13: Proceedings of the 44th technical symposium on computer science education, pgs. 89-94 (2013). (pdf)
“Scientific reasoning abilities of non-science majors in physics-based courses,” J.C. Moore, L.J. Rubbo, Phys. Rev. ST PER, 8, 010106 (2012). (pdf)
“Transitional to formal operational: using authentic research experiences to get students to think more like scientists,” J.C. Moore, Euro. J. Phys. Educ. Research, 3(4), 1-12 (2012). (pdf)
World experts in physics education meet,” H. Close, D. Mendez, and J.C. Moore, Phys. Educ. 47, 508-511 (2012).
“Are we teaching students to think like scientists?” L.J. Rubbo and J.C. Moore, Connecting People to Science, ASP Conference Series, Vol. 457, pg. 343-347 (2012).
“Using billiard balls to explore the concept of virtual images,” J.C. Moore, R.D. Floyd, C.V. Thompson, Phys. Educ. 46, 382 (2011).
“Graphical method for determining projectile trajectory,” J.C. Moore, J.C. Baker, L. Franzel, D. McMahon and D. Songer, Phys. Teach. 48, 203 (2010).
“Two tracks demonstrate average speed,” J.C. Moore, Phys. Educ. 44, 456-457 (2009).
TALKS AND POSTERS
“Science reasoning and process: Pushing past thresholds to learning,” J.C. Moore
Czech and Slovak Fulbright Seminar, Olomouc, Czech Republic (January 2016). (pdf)“Dynamic Visualizations of Multi-Body Physics Problems and Scientific Reasoning Ability: A Threshold to Understanding,”
J.C. Moore, Groupe International de Recherche sur l’Enseignement de la Physique (GIREP). Wroclaw, Poland (July 2015). (pdf)
“Science process and formal reasoning: a first-year experience for underprepared physics/engineering majors,” J.C. Moore
XXI International Workshop New Trends in Physics Teaching
Benemérita Universidad Autónoma de Puebla (BUAP), Puebla, Mexico (May 2013). (pdf)
“Physics by Inquiry as a first-year experience for underprepared physics majors,” J.C. Moore
AAPT Winter Meeting, New Orleans, LA (January 2013) (pdf)
“Scientific reasoning and the non-science major,” J.C. Moore
AAPT Summer Meeting, Philadelphia, PA (July 2012)
“Transitional to formal operational: using authentic research experiences to get students to think more like scientists,”
XX International Workshop New Trends in Physics Teaching
Benemérita Universidad Autónoma de Puebla (BUAP), Puebla, Mexico (May 2012) (pdf)
“Epistemological thresholding: dynamic mental models and scientific reasoning ability,” J.C. Moore and J. Slisko
International Conference on Physics Education
Cordoba, Argentina (August 2014) (pdf)
“Multimedia learning modules as preparation for lecture-based tutorials in electromagnetism,” J.C. Moore
Poster, ICPE, Cordoba, Argentina (August 2014) (pdf)
Poster, AAPT Summer Meeting (July 2012)
“Modeling hidden circuits: an authentic research experience in two hours,” J.C. Moore Poster, AAPT Winter Meeting (January 2013) (pdf)
“Formative assessment of hypothetico-deductive reasoning by directly challenging student epistemol- ogy,” J.C. Moore, L.J. Rubbo
Talk, AAPT Summer meeting (August 2011) (pdf)
“Are we teaching students to think like scientists?” L.J. Rubbo, Poster, Astronomical Society of the Pacific (August 2011)
“Targeting scientific reasoning in the conceptual physics course,” J.C. Moore, L.J. Rubbo
Talk, AAPT Winter meeting (February 2011)