Teaching critical thinking von Holmes, N. G., Wieman, Carl E., Bonn, D. A.

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Ready student one: Exploring the predictors of student learning in virtual reality von Madden, J., Pandita, S., Schuldt, J. P., Kim, B., Won, A. S., Holmes, N. G.

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Direct Measurement of the Impact of Teaching Experimentation in Physics Labs von Smith, Emily M., Stein, Martin M., Walsh, Cole, Holmes, N. G.

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Exploring bias in mechanical engineering students' perceptions of classmates von Salehi, Shima, Holmes, N G, Wieman, Carl

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Value Added or Misattributed? A Multi-Institution Study on the Educational Benefit of Labs for Reinforcing Physics Content von Holmes, N. G, Olsen, Jack, Thomas, James L, Wieman, Carl E

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Developing scientific decision making by structuring and supporting student agency von Holmes, N. G., Keep, Benjamin, Wieman, Carl E.

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Quantifying Critical Thinking: Development and Validation of the Physics Lab Inventory of Critical Thinking von Walsh, Cole, Quinn, Katherine N, Wieman, C, Holmes, N. G

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Investigating the landscape of physics laboratory instruction across North America von Holmes, N. G., Lewandowski, H. J.

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What influences students’ abilities to critically evaluate scientific investigations? von Heim, Ashley B, Walsh, Cole, Esparza, David, Smith, Michelle K, Holmes, N. G

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Restructuring physics labs to cultivate sense of student agency von Kalender, Z. Yasemin, Stump, Emily, Hubenig, Katelynn, Holmese, N. G.

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Group roles in unstructured labs show inequitable gender divide von Quinn, Katherine N., Kelley, Michelle M., McGill, Kathryn L., Smith, Emily M., Whipps, Zachary, Holmes, N. G.

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Skills-Focused Lab Instruction Improves Critical Thinking Skills and Experimentation Views for All Students von Walsh, Cole, Lewandowski, H. J, Holmes, N. G

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Understanding interaction network formation across instructional contexts in remote physics courses von Sundstrom, Meagan, Schang, Andy, Heim, Ashley B., Holmes, N. G.

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Not engaging with problems in the lab: Students' navigation of conflicting data and models von Phillips, Anna McLean, Sundstrom, Meagan, Wu, David G., Holmes, N. G.

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How expectations of confirmation influence students' experimentation decisions in introductory labs von Smith, Emily M., Stein, Martin M., Holmes, N. G.

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Introductory physics students’ recognition of strong peers: Gender and racial or ethnic bias differ by course level and context von Sundstrom, Meagan, Heim, Ashley B., Park, Barum, Holmes, N. G.

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Examination of quantitative methods for analyzing data from concept inventories von Burkholder, Eric, Walsh, Cole, Holmes, N. G.

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Exploring the effects of omitted variable bias in physics education research von Walsh, Cole, Stein, Martin M., Tapping, Ryan, Smith, Emily M., Holmes, N. G.

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Evaluating the Role of Student Preference in Physics Lab Group Equity von Holmes, N. G, Heath, Grace, Hubenig, Katelynn, Jeon, Sophia, Kalender, Z. Yasemin, Stump, Emily, Sayre, Eleanor C

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Examining the Effects of Lab Instruction and Gender Composition on Intergroup Interaction Networks in Introductory Physics Labs von Sundstrom, Meagan, Wu, David G, Walsh, Cole, Heim, Ashley B, Holmes, N. G

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