+1 (514) 848-2424 ext.3284
Calvin S. Kalman Research Group
In traditional lecture courses as well as courses that use interactive engagement, students are less expert-like at the end of the course than they were at the beginning (Madsen, McKagan, & Sayre, 2015). Our recent research was based on the hypothesis that students' epistemological beliefs could become more expert-like with a combination of appropriate instructional activities: (a) pre-class reading with metacognitive reflection (Kalman, 2011), and (b) in-class active learning that produces cognitive dissonance (Kalman et al. 2015).
Our research group has been designing many new pedagogical approaches for a long time (e.g., Kalman et al., 1999; Kalman, Rohar, & Wells, 2004; Kalman et al., 2008; Kalman, Sobhanzadeh, Thompson, Ibrahim, & Wang, 2015) to help students succeed in their courses (e.g., Kalman & Rohar, 2010; Kalman, Milner-Bolotin, & Antimirova, 2010; Khanam & Kalman, 2016). Our focus has now gone beyond the question of whether or not a pedagogical technique is effective, toward a more intense focus on finding a class of techniques that is effective in helping students become more like expert thinkers. Contrary to the normal experience noted above (Madsen, McKagan, & Sayre, 2015) we have shown in our recent work that it is possible to help students make progress toward “expert-learning style.”
Joseph El-Helou, Ph.D., Use of a combination of Reflective Writing and Labatorials for a better understanding of scientific concepts in high school
Fereshte Heidari khazaei, M.Sc., Teaching Nature Of Science(NOS) in a student-centered classroom
Norah Alodiby, M.Sc., Improving students’ critical thinking and argument skills through flipped classrooms
- J. El-Helou, "Reflective Writing for a Better Understanding of Concepts of Scientific Concepts in High School", 2016, (MSc Thesis)
- Baptiste Roucau, "Engagement with student-centred learning: the student perspective", 2016, (Undergraduate honours thesis, Educational Psychology)
- Mandana Sobhanzadeh, "Implementing Reflective Writing in Combination with Labatorials.", 2015 (PhD Thesis)
- W. N. Khanam, "Helping Students to get a better Understanding of Physics Concepts using the Learning Tool ‘Course Dossier Method’ ", 2014 (MSc Thesis)
- X. Huang, "Changing The Way Students Learn In Physics Gateway Courses", 2012 (PhD Thesis)
Selected publications related to physics educational research
- Sobhanzadeh, M., Kalman, C. S. & Thompson, R. I. Labatorials in introductory physics courses. European Journal of Physics 38, 065702 (2017).
- Kalman, C. S. Successful Science and Engineering Teaching: Theoretical and Learning Perspectives, 2nd Edition. (Springer, 2017).
- Kalman, C. S. Successful Science and Engineering Teaching in Colleges and Universities, 2nd Edition. (Information Age Publishing, 2017).
- Khanam, W. & Kalman, C. Implementation and Evaluation of the Course Dossier Methodology. Canadian Journal for the Scholarship of Teaching & Learning 8, 1–20 (2017).
- Kalman, C. et al. Combination of Interventions Can Change Students’ Epistemological Beliefs. Physical Review Special Topics-Physics Education Research 11, (2015).
- Ha, S., Lee, G. & Kalman, C. S. Workshop on Friction: Understanding and Addressing Students’ Difficulties in Learning Science Through a Hermeneutical Perspective. Science & Education 22, 1423–1441 (2013).
- Huang, X. & Kalman, C. S. Research and Teaching: A Case Study on Reflective Writing. Journal of College Science Teaching 42, 92–99 (2012).
- Kalman, C. S. Enhancing Students’ Conceptual Understanding by Engaging Science Text with Reflective Writing as a Hermeneutical Circle. Science & Education 20, 159–172 (2011).
- Kalman, C. S. On the Concept of Force: A Comment on Lopes Coelho. Science & Education 20, 67–69 (2011).
- Kalman, C., Kalman, C. S. & Rohar, S. Toolbox of Activities to Support Students in a Physics Gateway Course. Physical Review Special Topics-Physics Education Research 6, (2010).
- Kalman, C. S., Milner-Bolotin, M. & Antimirova, T. Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors. Canadian Journal of Physics 88, 325–331 (2010).
- Kalman, C. S. Enabling Students to Develop a Scientific Mindset. Science & Education 19, 147–163 (2010).
- Kalman, C. The Need to Emphasize Epistemology in Teaching and Research. Science & Education 18, 325–347 (2009).
- Kalman, C. S. A Role for Experiment in Using the Law of Inertia to Explain the Nature of Science: A Comment on Lopes Celho. Science & Education 18, 25–31 (2009).
- Kalman, C., Aulls, M. W., Rohar, S. & Godley, J. Students’ Perceptions of Reflective Writing as a Tool for Exploring an Introductory Textbook. Journal of College Science Teaching 37, 74–81 (2008).
- Kalman, C. S. Enhancing Conceptual Change Using Argumentative Essays. American Journal of Physics 72, 715–717 (2004).
- Kalman, C. S. & Aulls, M. W. Can an Analysis of the Contrast Between Pre-Galilean and Newtonian Theoretical Frameworks Help Students Develop a Scientific Mindset. Science & Education 12, 761–772 (2003).
- Kalman, C. S. Developing Critical Thinking in Undergraduate Courses: A Philosophical Approach. Science and Education 11, 83 (2002).
- Kalman, C. S. Promoting Conceptual Change Using Collaborative Groups in Quantitative Gateway Courses. American Journal of Physics 67, S45 (1999).