Lin Ding
Title
Cited by
Cited by
Year
Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment
L Ding, R Chabay, B Sherwood, R Beichner
Physical review special Topics-Physics education research 2 (1), 010105, 2006
4992006
Learning and scientific reasoning
L Bao, T Cai, K Koenig, K Fang, J Han, J Wang, Q Liu, L Ding, L Cui, ...
Science 323 (5914), 586-587, 2009
3632009
Approaches to data analysis of multiple-choice questions
L Ding, R Beichner
Physical Review Special Topics-Physics Education Research 5 (2), 020103, 2009
2332009
Scaling up education reform
JDH Gaffney, E Richards, MB Kustusch, L Ding, RJ Beichner
Journal of college science teaching 37 (5), 48, 2008
1552008
Exploring the role of conceptual scaffolding in solving synthesis problems
L Ding, N Reay, A Lee, L Bao
Physical Review Special Topics-Physics Education Research 7 (2), 020109, 2011
912011
Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs
P Zhang, L Ding, E Mazur
Physical Review Physics Education Research 13 (1), 010104, 2017
802017
Verification of causal influences of reasoning skills and epistemology on physics conceptual learning
L Ding
Physical Review Special Topics-Physics Education Research 10 (2), 023101, 2014
782014
Tale of two curricula: The performance of 2000 students in introductory electromagnetism
MA Kohlmyer, MD Caballero, R Catrambone, RW Chabay, L Ding, ...
Physical Review Special Topics-Physics Education Research 5 (2), 020105, 2009
682009
Does higher education improve student scientific reasoning skills?
L Ding, X Wei, K Mollohan
International Journal of Science and Mathematics Education, 2016
652016
Learning of content knowledge and development of scientific reasoning ability: A cross culture comparison
L Bao, K Fang, T Cai, J Wang, L Yang, L Cui, J Han, L Ding, Y Luo
American journal of physics 77 (12), 1118-1123, 2009
472009
Effects of testing conditions on conceptual survey results
L Ding, NW Reay, A Lee, L Bao
Physical Review Special Topics-Physics Education Research 4 (1), 010112, 2008
452008
Variations in university students' scientific reasoning skills across majors, years, and types of institutions
L Ding, X Wei, X Liu
Research in Science Education 46 (5), 613–632, 2016
372016
Are we asking the right questions? Validating clicker question sequences by student interviews
L Ding, NW Reay, A Lee, L Bao
American Journal of Physics 77 (7), 643-650, 2009
372009
How do students in an innovative principle‐based mechanics course understand energy concepts?
L Ding, R Chabay, B Sherwood
Journal of research in science teaching 50 (6), 722-747, 2013
362013
Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis
L Ding
Physical Review Special Topics-Physics Education Research 10 (1), 010105, 2014
282014
Flipped classroom: Theory, development history and effectiveness
P Zhang, L Ding, W Zhang
Journal of Education Studies, 46-55, 2017
22*2017
How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs
L Ding, K Mollohan
Journal of College Science Teaching 44 (4), 21-29, 2015
222015
Large-scale survey of Chinese precollege students’ epistemological beliefs about physics: A progression or a regression?
P Zhang, L Ding
Physical Review Special Topics-Physics Education Research 9 (1), 010110, 2013
222013
Single-concept clicker question sequences
A Lee, L Ding, NW Reay, L Bao
The Physics Teacher 49 (6), 385-389, 2011
202011
Designing an energy assessment to evaluate student understanding of energy topics
L Ding
182007
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