Carl Wieman
Biographic Data
| ID | 5803403 |
|---|---|
| NAME | Carl Wieman |
| GIVEN NAMES | Carl |
| FAMILY NAME | Wieman |
| SIGNATURE | WIEMAN C |
| AFFILIATIONS | Stanford University |
| ORCID | 0000-0003-1449-9319 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Simulation supported directed self-guided learning of blended math-science sensemaking for historically marginalized STEM learners
Blended math-science sensemaking (MSS) is reflected in a student's ability to integrate math and science knowledge to develop mathematical descriptions of observations. While an essential component of scientific thinking, there is little research on teaching MSS. Students from backgrounds historically marginalized in STEM often lack the prior learning opportunities needed to succeed in STEM. Supporting them in developing MSS could help them build…
Examining the potential and pitfalls of ChatGPT in science and engineering problem-solving
The study explores the capabilities of OpenAI's ChatGPT in solving different types of physics problems. ChatGPT (with GPT-4) was queried to solve a total of 40 problems from a college-level engineering physics course. These problems ranged from well-specified problems, where all data required for solving the problem was provided, to under-specified, real-world problems where not all necessary data were given. Our findings show that ChatGPT could …
Exploring the learning experiences of neurodivergent college students in STEM courses
Neurodivergent students exhibit an inclination towards Science, Technology, Engineering and Mathematics (STEM) fields, yet their learning experiences in STEM courses remain underexamined. Utilizing an online survey of neurodivergent ( n = 60) and neurotypical ( n = 83) US college students, this study identified various factors influencing their self‐perceived learning experiences, including interest in the course content, instruction quality and …
An accurate and practical method for assessing science and engineering problem-solving expertise
The ability to solve authentic real-world problems in science, engineering, and medicine is an important goal in post-secondary education. Despite extensive research on problem solving and expertise, the teaching and assessing of advanced problem-solving skills in post-secondary students remains a challenge. We present a template for creating assessments of advanced problem-solving skills that is applicable across science, engineering, and medica…
Inclusive Instructional Practices
As national efforts strive to make STEM more inclusive, it is important to identify instructional practices that maximize effective learning for all and provide students from different demographic and educational backgrounds equal opportunities to excel. Here, we present a guideline for inclusive instructional practices based on findings from 1) cognitive psychology about learning and memory, 2) social psychology about creating inclusive discours…
Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training
Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve bette…
The Similarities Between Research in Education and Research in the Hard Sciences
In this commentary, the author argues that there is a considerable degree of similarity between research in the hard sciences and education and that this provides a useful lens for thinking about what constitutes “rigorous” and “scientific” education research. He suggests that the fundamental property of hard science research is its predictive power, a property that can equally be applied to large- and small-scale and quantitative and qualitative…
Improved Learning in a Large-Enrollment Physics Class
Encouraging active engagement results in enhanced learning.
Collected Papers of Carl Wieman
Precision Measurement and Parity Nonconservation Laser Cooling and Trapping Bose-Einstein Condensation Science Education Development of Research Technology.
Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training
Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve bette…
Collected Papers of Carl Wieman
Precision Measurement and Parity Nonconservation Laser Cooling and Trapping Bose-Einstein Condensation Science Education Development of Research Technology.
Improved Learning in a Large-Enrollment Physics Class
Encouraging active engagement results in enhanced learning.
The Similarities Between Research in Education and Research in the Hard Sciences
In this commentary, the author argues that there is a considerable degree of similarity between research in the hard sciences and education and that this provides a useful lens for thinking about what constitutes “rigorous” and “scientific” education research. He suggests that the fundamental property of hard science research is its predictive power, a property that can equally be applied to large- and small-scale and quantitative and qualitative…
Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training
Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve bette…
Inclusive Instructional Practices
As national efforts strive to make STEM more inclusive, it is important to identify instructional practices that maximize effective learning for all and provide students from different demographic and educational backgrounds equal opportunities to excel. Here, we present a guideline for inclusive instructional practices based on findings from 1) cognitive psychology about learning and memory, 2) social psychology about creating inclusive discours…
An accurate and practical method for assessing science and engineering problem-solving expertise
The ability to solve authentic real-world problems in science, engineering, and medicine is an important goal in post-secondary education. Despite extensive research on problem solving and expertise, the teaching and assessing of advanced problem-solving skills in post-secondary students remains a challenge. We present a template for creating assessments of advanced problem-solving skills that is applicable across science, engineering, and medica…
Examining the potential and pitfalls of ChatGPT in science and engineering problem-solving
The study explores the capabilities of OpenAI's ChatGPT in solving different types of physics problems. ChatGPT (with GPT-4) was queried to solve a total of 40 problems from a college-level engineering physics course. These problems ranged from well-specified problems, where all data required for solving the problem was provided, to under-specified, real-world problems where not all necessary data were given. Our findings show that ChatGPT could …
Exploring the learning experiences of neurodivergent college students in STEM courses
Neurodivergent students exhibit an inclination towards Science, Technology, Engineering and Mathematics (STEM) fields, yet their learning experiences in STEM courses remain underexamined. Utilizing an online survey of neurodivergent ( n = 60) and neurotypical ( n = 83) US college students, this study identified various factors influencing their self‐perceived learning experiences, including interest in the course content, instruction quality and …
Simulation supported directed self-guided learning of blended math-science sensemaking for historically marginalized STEM learners
Blended math-science sensemaking (MSS) is reflected in a student's ability to integrate math and science knowledge to develop mathematical descriptions of observations. While an essential component of scientific thinking, there is little research on teaching MSS. Students from backgrounds historically marginalized in STEM often lack the prior learning opportunities needed to succeed in STEM. Supporting them in developing MSS could help them build…
Mathematics education (6 works) · Psychology (6 works) · Computer Science (5 works) · Educational Strategies and Epistemologies (3 works) · Engineering (3 works) · Innovative Teaching and Learning Methods (3 works) · Medical education (3 works) · Medicine (3 works) · Online Learning and Analytics (3 works) · Pedagogy (3 works)