Apekshya Ghimire
Biographic Data
| ID | 9974226 |
|---|---|
| NAME | Apekshya Ghimire |
| GIVEN NAMES | Apekshya |
| FAMILY NAME | Ghimire |
| SIGNATURE | GHIMIRE A |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0009-0008-5624-9047 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Using Unguided Peer Collaboration to Facilitate Early Educators’ Pedagogical Development
Many early career educators, such as teaching assistants (TAs) in college courses, as well as pre-college educators, need help both with content and pedagogical knowledge to effectively help their students learn. One pedagogical approach that has been found effective in prior studies is collaboration with peers. Collaborative learning not only has the potential to help educators develop content knowledge but can also improve their pedagogical kno…
Perspectives of Women and Men Students and Faculty on Conceptual and Quantitative Problem-Solving in Physics from Introductory to Graduate Levels
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving. For example, they may argue that a course emphasizes primarily conceptual over quantitative problem-solving or may emphasize equally on both depending on instructional context and assessment design. In this st…
Introductory Physics Students Who Typically Worked Alone or in Groups
Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those who typically collaborated with peers in their algebra-based introductory physics course when they took the course before and during the COVID-19 pandemic when the cl…
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Introductory Physics Students Who Typically Worked Alone or in Groups
Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those who typically collaborated with peers in their algebra-based introductory physics course when they took the course before and during the COVID-19 pandemic when the cl…
Using Unguided Peer Collaboration to Facilitate Early Educators’ Pedagogical Development
Many early career educators, such as teaching assistants (TAs) in college courses, as well as pre-college educators, need help both with content and pedagogical knowledge to effectively help their students learn. One pedagogical approach that has been found effective in prior studies is collaboration with peers. Collaborative learning not only has the potential to help educators develop content knowledge but can also improve their pedagogical kno…
Perspectives of Women and Men Students and Faculty on Conceptual and Quantitative Problem-Solving in Physics from Introductory to Graduate Levels
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving. For example, they may argue that a course emphasizes primarily conceptual over quantitative problem-solving or may emphasize equally on both depending on instructional context and assessment design. In this st…
Higher education (2 works) · Mathematics education (2 works) · Medicine (2 works) · Psychology (2 works) · 2019-20 coronavirus outbreak (1 work) · Career Development and Diversity (1 work) · Computer Science (1 work) · Conceptual framework (1 work) · Curriculum (1 work) · Educational Environments and Student Outcomes (1 work)