Overview
My lab studies teaching and learning in physics and other science, technology, engineering, and math (STEM) courses. We study research questions such as how students acquire skills or content knowledge, how different course environments affect student learning, motivation, or persistence in physics (or other STEM fields), and how they develop an understanding of the nature of science and scientific measurement. We spend considerable time worrying about how we know what outcomes are being achieved and what mechanisms are responsible those outcomes. We use both qualitative (e.g. observations, interviews, and focus groups) and quantitative methods (e.g. test scores, instances of pre-defined actions or activities) to explore the many possible variables that affect student learning and their experiences in physics and STEM courses.
Research Focus
Our largest research focus is on the efficacy of hands-on laboratory courses. Our research questions in this area focus on: How do we know what labs are achieving (assessment)? What teaching methods improve outcomes (pedagogy)?
Assessment: We measure student outcomes using closed-response (e.g., multiple-choice tests and surveys) and open-response (e.g., student writing) instruments. We previously developed the Physics Lab Inventory of Critical thinking to assess students’ critical thinking skills as related to introductory physics lab courses and an analogous instrument for ecology courses. We have also developed "coding schemes" to characterize students' written responses to survey questions and their submitted lab notes. We have used these to evaluate, for example, students' reasoning about uncertainty and measurement in both classical and quantum mechanics, their perspectives on the nature of experimental physics, and their experimental decisions during lab. We are actively evaluating natural language processing methods for scaling analysis of written text.
Pedagogy: We conduct both small and large scale experiments to test the impacts of different teaching methods on student learning, attitudes and motivation, and skills development. Small scale projects include evaluating a single learning activity in an interview or classroom setting. Larger scale projects include redesigning an entire course or course sequence using new or evidence-based teaching methods to achieve different learning outcomes. Currently, we are evaluating the efficacy of Course-based Undergraduate Research Experiences as applied to introductory physics labs.
Other interests: Our lab also explores student experiences, such as understanding how and why students choose and persist in their major of study. We also study how students experience groupwork in labs, including navigating social dynamics and biases. Lastly, we are also interested in exploring the relationship between coursework and student research experiences. Given their well-documented benefits, understanding the mechanisms and characteristics of undergraduate research experiences could help inform other classroom teaching (especially labs).
Graduate Students
Rebeckah Fussell, Matthew Dew
Professional Experience
- Post-doctoral Researcher, Stanford University, 2015-2017.
- Ann S. Bowers Assistant Professor, Physics, Cornell University, 2017-present.
Publications
Sundstrom, Meagan, Simpfendoerfer, L.N., Tan, Annie, Heim, Ashley B., and Holmes, N.G. 2024. "Who and what gets recognized in peer recognition." Phys. Rev. PER, 20:010127. https://doi.org/10.1103/PhysRevPhysEducRes.20.010127
Stump, Emily M., Hughes, Mark, Holmes, N.G., and Passante, Gina. 2024. "Do students think that objects have a true definite position?" Phys. Rev. PER, 20, 010154. https://doi.org/10.1103/PhysRevPhysEducRes.20.010154
Fussell, Rebeckah K., Stump, Emily M., Holmes, N.G. 2024. "Method to assess the trustworthiness of machine coding at scale." Phys. Rev. PER, 20(1):010113. https://doi.org/10.1103/PhysRevPhysEducRes.20.010113.
Walsh, Cole, H. J. Lewandowski, and N. G. Holmes. 2022. “Skills-Focused Lab Instruction Improves Critical Thinking Skills and Experimentation Views for All Students.” Phys. Rev. PER, 18(1), 010128. https://doi.org/10.1103/PhysRevPhysEducRes.18.010128.
Heim, Ashley B., Cole Walsh, David Esparza, Michelle K. Smith, and N. G. Holmes. 2022. “What Influences Students’ Abilities to Critically Evaluate Scientific Investigations?” PLOS ONE 17(8): e0273337. https://doi.org/10.1371/journal.pone.0273337.
Smith, E. M., & Holmes, N. G. (2021). Best practice for instructional labs. Nature Physics, 1–2. https://doi.org/10.1038/s41567-021-01256-6
Smith, E. M., Stein, M. M., Walsh, C., & Holmes, N. G. (2020). Direct Measurement of the Impact of Teaching Experimentation in Physics Labs. Phys. Rev. X, 10(1), 011029. https://doi.org/10.1103/PhysRevX.10.011029
Quinn, K. N., Kelley, M. M., McGill, K. L., Smith, E. M., Whipps, Z., & Holmes, N. G. (2020). Group roles in unstructured labs show inequitable gender divide. Phys. Rev. PER, 16(1), 010129. https://doi.org/10.1103/PhysRevPhysEducRes.16.010129
Holmes, N. G., & Wieman, C. E. (2018). Introductory physics labs: We can do better. Physics Today, 71(1), 38–45. https://doi.org/10.1063/PT.3.3816
Holmes, N. G., Wieman, C. E., & Bonn, D. A. (2015). Teaching critical thinking. PNAS, 112(36), 11199–11204. https://doi.org/10.1073/pnas.1505329112