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D-Index & Metrics

Social Sciences and Humanities

D-Index
48
Citations
12330
World Ranking
3086
National Ranking
1498

Research.com Recognitions

  • 2011 - Fellow of American Physical Society (APS) Citation For advancing physics education research through studies of student learning in context and for extensive professional service at all levels from individual mentoring, to developing model programs, to national advocacy

Overview

Noah D. Finkelstein is affiliated with the University of Colorado Boulder in the United States. Their research primarily spans the social sciences with a strong focus on education, particularly science education and pedagogy.

Their work extensively covers the fields of education and developmental and educational psychology. Additional subfields include artificial intelligence, safety research, and social psychology. Core topics in their research involve:

  • Science Education and Pedagogy
  • Innovative Teaching Methods
  • Evaluation of Teaching Practices
  • Online and Blended Learning
  • Educational Strategies and Epistemologies
  • Career Development and Diversity
  • Climate Change Communication and Perception

Finkelstein has published numerous papers in various academic venues. Frequent publication venues include:

  • arXiv (Cornell University)
  • Physical Review Physics Education Research
  • Change The Magazine of Higher Learning
  • The Physics Teacher
  • EPJ Quantum Technology

Recent papers by Finkelstein include:

  • "Categorical framework for mathematical sense making in physics," 2020, Physical Review Physics Education Research
  • "Establishing a Better Approach for Evaluating Teaching: The TEval Project," 2020, Change The Magazine of Higher Learning
  • "Refining a model for understanding and characterizing instructor pedagogy in informal physics learning environments," 2020, Physical Review Physics Education Research
  • "Infusing Equity, Diversity, and Inclusion Throughout Our Physics Curriculum: (Re)defining What It Means to Be a Physicist," 2022, The Physics Teacher
  • "Towards mapping the landscape of informal physics educational activities," 2022, Physical Review Physics Education Research

Frequent collaborators include Michael B. Bennett, Yossi Ben-Zion, Julian D. Gifford, Claudia Fracchiolla, and Jessica R. Hoehn.

In 2011, Finkelstein was recognized as a Fellow of the American Physical Society (APS) with a citation highlighting contributions to physics education research through studies of student learning in context, mentoring, model program development, and national advocacy.

Best Publications

  • Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature

    Charles Henderson;Andrea Beach;Noah Finkelstein

  • New Instrument for Measuring Student Beliefs about Physics and Learning Physics: The Colorado Learning Attitudes about Science Survey.

    W. K. Adams;K. K. Perkins;N. S. Podolefsky;M. A. Dubson

  • Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

    Akira Miyake;Lauren E. Kost-Smith;Noah D. Finkelstein;Steven J. Pollock

  • When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment

    N. D. Finkelstein;W. K. Adams;C. J. Keller;P. B. Kohl

  • PhET: Interactive Simulations for Teaching and Learning Physics

    Katherine Perkins;Wendy Adams;Michael Dubson;Noah Finkelstein

  • A physics department’s role in preparing physics teachers: The Colorado learning assistant model

    Valerie Otero;Steven Pollock;Noah Finkelstein

  • Characterizing the gender gap in introductory physics

    Lauren E. Kost;Steven J. Pollock;Noah D. Finkelstein

  • Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

    K. K. Perkins;W. K. Adams;S. J. Pollock;N. D. Finkelstein

  • Patterns of multiple representation use by experts and novices during physics problem solving

    Patrick B. Kohl;Noah D. Finkelstein

  • Student representational competence and self-assessment when solving physics problems

    Patrick B. Kohl;Noah D. Finkelstein

  • Not all interactive engagement is the same: Variations in physics professors' implementation of Peer Instruction

    Chandra Turpen;Noah D. Finkelstein

  • Fitting in to Move Forward: Belonging, Gender, and Persistence in the Physical Sciences, Technology, Engineering, and Mathematics (pSTEM)

    Karyn L. Lewis;Jane G. Stout;Noah D. Finkelstein;Steven J. Pollock

  • Replicating and understanding successful innovations: Implementing tutorials in introductory physics

    N. D. Finkelstein;S. J. Pollock

  • Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics.

    Karyn L. Lewis;Jane G. Stout;Steven J. Pollock;Noah D. Finkelstein

  • Demonstration and characterization of filtered Rayleigh scattering for planar velocity measurements

    J. N. Forkey;N. D. Finkelstein;W. R. Lempert;R. B. Miles

  • Strongly and Weakly Directed Approaches to Teaching Multiple Representation Use in Physics

    Patrick B. Kohl;David Rosengrant;Noah D. Finkelstein

  • Beyond Dissemination in College Science Teaching: An Introduction to Four Core Change Strategies

    Charles Henderson;Noah Finkelstein;Andrea Beach

  • Learning Physics in Context: A study of student learning about electricity and magnetism

    Noah Finkelstein

  • Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?

    Steven J. Pollock;Noah D. Finkelstein;Lauren E. Kost

  • Who Is Responsible for Preparing Science Teachers

    Valerie Otero;Steven Pollock;Richard McCray;Noah Finkelstein

  • Supporting Online Material for Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

    Akira Miyake;Lauren E. Kost-Smith;Noah D. Finkelstein;Steven J. Pollock

Frequent Co-Authors

Charles Henderson
Charles Henderson Western Michigan University
Katherine K. Perkins
Katherine K. Perkins University of Colorado Boulder
Carl E. Wieman
Carl E. Wieman Stanford University
Tiffany A. Ito
Tiffany A. Ito University of Colorado Boulder
Akira Miyake
Akira Miyake University of Colorado Boulder
Chris Rasmussen
Chris Rasmussen San Diego State University
Geoffrey L. Cohen
Geoffrey L. Cohen Stanford University
Mark B. Moldwin
Mark B. Moldwin University of Michigan–Ann Arbor
Tim Curran
Tim Curran University of Colorado Boulder
Diane K. O'Dowd
Diane K. O'Dowd University of California, Irvine

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