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Calvin S. Kalman Research Group

Dr. Kalman with the Rector of Tra Vin University. Presenting to 37 faculty members in Việt Nam, November-December 2010.

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).

Dr. Kalman with Xiang Huang (Ph.D. graduate, 2012)

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”.

Remote Ph.D. defence of Joseph El-Helou (2020) Remote Ph.D. defence of Joseph El-Helou (2020).
  1. Kalman, C. S. Reflective Writing in Active Learning Classrooms. in Active Learning in College Science (eds. Mintzes, J. J. & Walter, E. M.) 73–87 (Springer International Publishing, 2020). doi:10.1007/978-3-030-33600-4_6
  2. Kalman, C. S. & Lattery, M. Editorial: Development of Student Understanding: Focus on Science Education. Front. Psychol. 10, 2861 (2019). doi:10.3389/fpsyg.2019.02861
  3. Khazaei, F. H., Roucau, B. & Kalman, C. S. Can Learning about History of Science and Nature of Science in a Student-Centred Classroom Change Science Students’ Conception of Science? CE 09, 2561–2591 (2018). doi:10.4236/ce.2018.915194
  4. Kalman, C. S. & Lattery, M. J. Three Active Learning Strategies to Address Mixed Student Epistemologies and Promote Conceptual Change. Front. ICT 5, 19 (2018). doi:10.3389/fict.2018.00019
  5. Kalman, C. S., Lattery, M. & Sobhanzadeh, M. Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics. CE 09, 575–596 (2018). doi:10.4236/ce.2018.94041
  6. El-Helou, J. & Kalman, C. S. Reflective Writing for a Better Understanding of Scientific Concepts in High School. The Physics Teacher 56, 88–91 (2018). doi:10.1119/1.5021434
  7. Kalman, C. S. Writing to Learn: Reflective Writing. in Successful Science and Engineering Teaching 16, 47–67 (Springer, 2018). doi:10.1007/978-3-319-66140-7_4
  8. Kalman, C. S. What Is the Students’ Worldview? in Successful Science and Engineering Teaching 16, 69–87 (Springer, 2018). doi:10.1007/978-3-319-66140-7_5
  9. Kalman, C. S. Summing Up. in Successful Science and Engineering Teaching 16, 257–261 (Springer, 2018). doi:10.1007/978-3-319-66140-7_12
  10. Kalman, C. S. Students Alternative Scientific Conceptions. in Successful Science and Engineering Teaching 16, 23–46 (Springer, 2018). doi:10.1007/978-3-319-66140-7_3
  11. Kalman, C. S. Intellectual Development and Psychological Types. in Successful Science and Engineering Teaching 16, 13–22 (Springer, 2018). doi:10.1007/978-3-319-66140-7_2
  12. Kalman, C. S. Educational Models Based Upon Philosophy of Science. in Successful Science and Engineering Teaching 16, 91–109 (Springer, 2018). doi:10.1007/978-3-319-66140-7_6
  13. Kalman, C. S. Critical Thinking. in Successful Science and Engineering Teaching 16, 111–141 (Springer, 2018). doi:10.1007/978-3-319-66140-7_7
  14. Kalman, C. S. Courses for Non-science Students. in Successful Science and Engineering Teaching 16, 201–233 (Springer, 2018). doi:10.1007/978-3-319-66140-7_10
  15. Kalman, C. S. Constructing an Epistemology. in Successful Science and Engineering Teaching 16, 143–159 (Springer, 2018). doi:10.1007/978-3-319-66140-7_8
  16. Kalman, C. S. Computer-Assisted Instruction. in Successful Science and Engineering Teaching 16, 235–255 (Springer, 2018). doi:10.1007/978-3-319-66140-7_11
  17. Kalman, C. S. Changing How Students Learn. in Successful Science and Engineering Teaching 16, 161–198 (Springer, 2018). doi:10.1007/978-3-319-66140-7_9
  18. Sobhanzadeh, M., Kalman, C. S. & Thompson, R. I. Labatorials in introductory physics courses. Eur. J. Phys. 38, 065702 (2017). doi:10.1088/1361-6404/aa8757
  19. Kalman, C. S. Research on Teaching Thinking: Rupert Wegerif, Li Li and James C. Kaufman (Eds.) (2015). The Routledge International Handbook of Research on Teaching Thinking. Routledge, Oxon. ISBN: 978-0-415-74749-3 $230. 487 pages (hardback). Sci & Educ 26, 743–745 (2017). doi:10.1007/s11191-017-9907-1
  20. Khanam, W. N. & Kalman, C. S. Implementation and Evaluation of the Course Dossier Methodology. Canadian Journal for the Scholarship of Teaching and Learning 8, 1–20 (2017).
  21. Kalman, C. S. Successful Science and Engineering Teaching: Theoretical and Learning Perspectives. (Springer, 2017). 978-3-319-66140-7
  22. Kalman, C. S. Successful science and engineering teaching in colleges and universities. (Information Age Publishing, 2017). 978-1-68123-958-3
  23. Kalman, C. S., Sobhanzadeh, M., Thompson, R., Ibrahim, A. & Wang, X. Combination of interventions can change students’ epistemological beliefs. Phys. Rev. ST Phys. Educ. Res. 11, 020136 (2015). doi:10.1103/PhysRevSTPER.11.020136
  24. Ha, S., Lee, G. & Kalman, C. S. Workshop on Friction: Understanding and Addressing Students’ Difficulties in Learning Science Through a Hermeneutical Perspective. Sci & Educ 22, 1423–1441 (2013). doi:10.1007/s11191-012-9465-5
  25. Huang, X. & Kalman, C. S. A case study on reflective writing. Journal of College Science Teaching 42, 92–99 (2012).
  26. Kalman, C. S. Enhancing Students’ Conceptual Understanding by Engaging Science Text with Reflective Writing as a Hermeneutical Circle. Sci & Educ 20, 159–172 (2011). doi:10.1007/s11191-010-9298-z
  27. Kalman, C. S. On the Concept of Force: A Comment on Lopes Coelho. Sci & Educ 20, 67–69 (2011). doi:10.1007/s11191-010-9284-5
  28. Kalman, C. S. & Rohar, S. Toolbox of activities to support students in a physics gateway course. Phys. Rev. ST Phys. Educ. Res. 6, 020111 (2010). doi:10.1103/PhysRevSTPER.6.020111
  29. 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. Can. J. Phys. 88, 325–332 (2010). doi:10.1139/P10-024
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