Alexandru Maries, Ph.D. - Publications

Affiliations: 
2013 University of Pittsburgh, Pittsburgh, PA, United States 
Area:
Sciences Education, Theory Physics

26 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 Maries A, Karim NI, Singh C. Active Learning in an Inequitable Learning Environment Can Increase the Gender Performance Gap: The Negative Impact of Stereotype Threat The Physics Teacher. 58: 430-433. DOI: 10.1119/10.0001844  0.826
2020 Maries A, Sayer R, Singh C. Can students apply the concept of “which-path” information learned in the context of Mach–Zehnder interferometer to the double-slit experiment? American Journal of Physics. 88: 542-550. DOI: 10.1119/10.0001357  0.856
2020 Marshman EM, Maries A, Sayer RT, Henderson C, Singh C, Yerushalmi E. Physics postgraduate teaching assistants’ grading approaches: Conflicting goals and practices European Journal of Physics. 41: 55701. DOI: 10.1088/1361-6404/Ab9890  0.845
2019 Maries A, Singh C. Exploring pedagogical content knowledge of physics instructors using the force concept inventory Arxiv: Physics Education. 2109: 120002. DOI: 10.1063/1.5110146  0.83
2018 Karim NI, Maries A, Singh C. Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics1 Canadian Journal of Physics. 96: 411-419. DOI: 10.1139/Cjp-2017-0171  0.855
2018 Maries A, Karim NI, Singh C. The impact of stereotype threat on gender gap in introductory physics Arxiv: Physics Education. 256-259. DOI: 10.1119/Perc.2017.Pr.059  0.833
2018 Karim NI, Maries A, Singh C. Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism Arxiv: Physics Education. 208-211. DOI: 10.1119/Perc.2017.Pr.047  0.849
2018 Karim NI, Maries A, Singh C. Exploring One Aspect of Pedagogical Content Knowledge of Teaching Assistants Using the Conceptual Survey of Electricity and Magnetism. Arxiv: Physics Education. 14: 10117. DOI: 10.1103/Physrevphyseducres.14.010117  0.823
2018 Maries A, Singh C. Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?. Arxiv: Physics Education. 14: 10114. DOI: 10.1103/Physrevphyseducres.14.010114  0.759
2018 Karim NI, Maries A, Singh C. Do evidence-based active-engagement courses reduce the gender gap in introductory physics? European Journal of Physics. 39: 25701. DOI: 10.1088/1361-6404/Aa9689  0.766
2018 Maries A, Singh C. Do students benefit from drawing productive diagrams themselves while solving introductory physics problems? The case of two electrostatics problems European Journal of Physics. 39: 15703. DOI: 10.1088/1361-6404/Aa9038  0.759
2017 Maries A, Sayer R, Singh C. Effectiveness of interactive tutorials in promoting “which-path” information reasoning in advanced quantum mechanics Arxiv: Physics Education. 13: 20115. DOI: 10.1103/Physrevphyseducres.13.020115  0.85
2017 Maries A, Lin SY, Singh C. Challenges in designing appropriate scaffolding to improve students’ representational consistency: The case of a Gauss’s law problem Arxiv: Physics Education. 13: 20103. DOI: 10.1103/Physrevphyseducres.13.020103  0.817
2017 Sayer R, Maries A, Singh C. Quantum interactive learning tutorial on the double-slit experiment to improve student understanding of quantum mechanics Arxiv: Physics Education. 13: 10123. DOI: 10.1103/Physrevphyseducres.13.010123  0.86
2016 Maries A, Lin S, Singh C. The impact of students' epistemological framing on a task requiring representational consistency Arxiv: Physics Education. 212-215. DOI: 10.1119/Perc.2016.Pr.048  0.853
2016 Maries A, Singh C. Teaching Assistants' Performance at Identifying Common Introductory Student Difficulties in Mechanics Revealed by the Force Concept Inventory. Arxiv: Physics Education. 12: 10131. DOI: 10.1103/Physrevphyseducres.12.010131  0.836
2015 Sayer R, Maries A, Singh C. Developing and evaluating a tutorial on the double-slit experiment Arxiv: Physics Education. 299-302. DOI: 10.1119/Perc.2015.Pr.070  0.854
2015 Maries A, Sayer R, Singh C. Investigating transfer of learning in advanced quantum mechanics Arxiv: Physics Education. 207-210. DOI: 10.1119/Perc.2015.Pr.047  0.846
2015 Yerushalmi E, Marshman E, Maries A, Henderson CR, Singh C. Grading Practices and Considerations of Graduate Students at the Beginning of their Teaching Assignment Arxiv: Physics Education. 287-290. DOI: 10.1119/Perc.2014.Pr.068  0.774
2015 Maries A, Singh C. Performance of graduate students at identifying introductory students' difficulties related to kinematics graphs Arxiv: Physics Education. 171-174. DOI: 10.1119/Perc.2014.Pr.039  0.807
2015 Maries A, Singh C. Stereotype threat? Effects of inquiring about test takers’ gender on conceptual test performance in physics Arxiv: Physics Education. 1697: 120008. DOI: 10.1063/1.4937713  0.696
2014 Maries A, Singh C. A good diagram is valuable despite the choice of a mathematical approach to problem solving Arxiv: Physics Education. 31-34. DOI: 10.1119/Perc.2013.Inv.006  0.762
2013 Singh C, Maries A. Core Graduate Courses: A Missed Learning Opportunity? Arxiv: Physics Education. 1513: 382-385. DOI: 10.1063/1.4789732  0.812
2013 Maries A, Singh C. To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems Arxiv: Physics Education. 1513: 282-285. DOI: 10.1063/1.4789707  0.729
2013 Lin S, Maries A, Singh C. Student difficulties in translating between mathematical and graphical representations in introductory physics Arxiv: Physics Education. 1513: 250-253. DOI: 10.1063/1.4789699  0.846
2012 Maries A, Singh C. Should students be provided diagrams or asked to draw them while solving introductory physics problems Arxiv: Physics Education. 1413: 263-266. DOI: 10.1063/1.3680045  0.737
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