Talafian, H., Lundsgaard, M., Mahmood, M., Kuo, E., & Stelzer, T. (2025). Teachers' experiences with taking an open-ended approach in teaching labs in high school physics classes. Physical Review Physics Education Research, 21, 010140.
https://doi.org/10.1103/PhysRevPhysEducRes.21.010140
Pelakh, A., Good, M. L., Kuo, E., Tumminia, M., Jamal-Orozco, N., Adelman, A., Antoan, J., Galla, B., & Nokes-Malach, T. J. (2025). Thematic analysis of student perceptions of resources and demands experienced in introductory physics. arXiv preprint arXiv:2502.14692
Zhang, M. and Kuo, E. (2025), “Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance. Science Education. https://doi.org/10.1002/sce.21939
Talafian, H., Lundsgaard, M., Mahmood, M., Shafer, D., Stelzer, T., & Kuo, E. (2025). Responsive professional development: A facilitation approach for teachers’ development in a physics teaching community of practice. Teaching and Teacher Education, 153, 104812. https://doi.org/10.1016/j.tate.2024.104812.
Benson-Greenwald, T. M., Pelakh, A., Tumminia, M. J., Jahanian, S., Diamond, M. S., Kuo, E., Good, M., Nokes-Malach, T. J., & Galla, B. M. (2024). Building Courage, Strength, and Knowledge: Mindfulness Training Reduces Psychological Threat in Introductory Physics Courses. PsyArxiv preprint. https://doi.org/10.31234/osf.io/uq3v7
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Mahmood, M. S., Talafian, H., Shafer, D., Kuo, E., Lundsgaard, M., & Stelzer, T. (2024). Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study. Journal of Research in Science Teaching, 61(9), 2223-2257. [link to article]
Ouellette, E., Lewsirirat, S., Biju Sebastian, R., Lundsgaard, M., Krist, C., & Kuo, E. (2023, July 19-20). Alignment between student epistemological views and experiences with course structures in introductory physics: A Case Study. In D. Jones, Q. X. Ryan, and A. Pawl (Eds.), 2023 Physics Education Research Conference, Sacramento, CA, July 19-20, 2023 (pp. 260-265). [link to article]
Adlakha, V. & Kuo, E. (2023). Applying Causal Inference Principles to the Analysis of Observational Studies in Physics Education Research. Physical Review Physics Education Research, 19, 020160. [link to article]
Boden, K., Kuo, E., Nokes-Malach, T.J., Wallace, T., & Menekse, M. (2023). Investigating the Predictive Relations Between Self-efficacy and Achievement Goals on Procedural and Conceptual Science Learning. Journal of Educational Research, 116(5), 241-253. [link to article]
Kuo, E. (2023). Two Perspectives on Physics Problem Solving and Their Relation to Adaptive Expertise. In M. F. Taşar and P. R. L. Heron (Eds.), The International Handbook of Physics Education Research: Learning Physics (pp. 10-1–10-26). AIP Publishing. [link to article]
Zhang, M., Ansell, K, & Kuo, E. (2021). Navigating Conceptual Uncertainties and Socio-Emotional Risks in Small-Group Work. In M.B. Bennett, B.W. Frank, and R.E. Vieyra (Eds.), 2021 Physics Education Research Conference, Virtual Conference, August 4-5, 2021 (pp. 468-473). [link to article]
Jaramillo, S., Kuo, E., Rottman, B.M., & Nokes-Malach, T.J. (2021). Investigating causal inference difficulties with a simple, qualitative force-and-motion problem. In M.B. Bennett, B.W. Frank, and R.E. Vieyra (Eds.), 2021 Physics Education Research Conference, Virtual Conference, August 4-5, 2021 (pp. 197-202). [link to article]
Gifford, K., Ehrlich, G.S., Bumbacher, E., & Kuo, E. (2021). Seeking coherence and switching reasoning after forgetting an equation. In M.B. Bennett, B.W. Frank, and R.E. Vieyra (Eds.), 2021 Physics Education Research Conference, Virtual Conference, August 4-5, 2021 (pp. 154-159). [link to article]
Ehrlich, G.S., Gifford, K., Kuo, E., & Bumbacher, E. (2021). Seeking physical/mathematical coherence by recruiting and reconciling reasoning: A case study in E&M. In M.B. Bennett, B.W. Frank, and R.E. Vieyra (Eds.), 2021 Physics Education Research Conference, Virtual Conference, August 4-5, 2021 (pp. 111-116). [link to article]
Morphew, J. W., Kuo, E., King-Shepard, Q., Lin, R., Kwon, P., Nokes-Malach, T. J., & Mestre, J. P. (2021). Seeing and Doing are Not Believing: Investigating When and How Conceptual Knowledge Impinges on Observation and Recall of Physical Motion. Journal of Experimental Psychology: Applied, 27(2), 307-323. [link to article][preprint]
Kuo, E., Hull, M. M., Elby, A., & Gupta, A. (2020). Assessing mathematical sensemaking in physics through calculation-concept crossover. Physical Review Physics Education Research, 16(2), 020109. [article]
Kuo, E., Weinlader, N.K., Rottman, B.M., & Nokes-Malach, T.J. (2020). Using causal networks to examine resource productivity and coordination in learning science. In M. Gresalfi and I. S. Horn (Eds.), The Interdisciplinary of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences. 875-876. [article]
Wallace, T. L., & Kuo, E. (2020). Publishing qualitative research in the Journal of Educational Psychology: Synthesizing research perspectives across methodological silos [Editorial]. Journal of Educational Psychology, 112(3), 579–583. [link to article][preprint]
Kuo, E., & Wallace, T. L. (2020). Introduction to the special section: Qualitative studies of reasoning and participation. Journal of Educational Psychology, 112(3), 417-419. [link to article][preprint]
Weinlader, N.K., Kuo, E., Rottman, B.M., & Nokes-Malach, T.J. (2019, July 24-25). A new approach for understanding student resources with multiple-choice questions. In Y. Cao, S. Wolf, and M.B. Bennett (Eds.), 2019 Physics Education Research Conference Proceedings, Provo, UT. [article]
Conlin, L.D., Kuo, E., & Hallinen, N.R. (2019). How null results can be significant for physics education research. Physical Review Physics Education Research, 15(2), 020104. [article]
Boden, K., Kuo, E., Nokes-Malach, T.J., Wallace, T.L., & Menekse, M. (2018). What is the role of motivation in procedural and conceptual physics learning?: An examination of self-efficacy and achievement goals. In L. Ding, A. Traxler, and Y. Cao (Eds.), 2017 Physics Education Research Conference Proceedings, Cincinnati, OH, July 26-27, 2017. [article]
Kuo, E., Hallinen, N.R., & Conlin, L.D. (2017). When procedures discourage insight: Epistemological consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education. [link to article] [preprint]
Kuo, E. & Wieman, C.E. (2016). Toward instructional design principles: inducing Faraday’s law with contrasting cases. Physical Review - Physics Education Research, 12, 010128. [article]
Salehi, S., Keil, M., Kuo, E., & Wieman, C.E. (2015). How to Structure an Unstructured Activity: Generating Physics Rules from Simulation or Contrasting Cases. In A. D. Churukian, D. L. Jones, L. Ding (Eds.), 2015 Physics Education Research Conference, College Park, MD, July 29-30, 2015, pp. 291-294. [article]
Kuo, E., Hallinen, N. R., & Conlin, L. D. (2015). How prompting force diagrams discourages student use of adaptive problem-solving shortcuts. In A. D. Churukian, D. L. Jones, L. Ding (Eds.), 2015 Physics Education Research Conference Proceedings, College Park, MD, July 29-30, 2015, pp. 183-186. [article]
Kuo, E. & Wieman, C.E. (2015). Seeking instructional specificity: an example from analogical instruction. Physical Review Special Topics - Physics Education Research, 11(2), 020133. [article]
Elby, A, Kuo, E., Gupta, A., & Hull, M.M. (2015). Tensions and trade-offs in instructional goals for physics courses aimed at engineers. 2015 American Society for Engineering Education Annual Conference & Exposition Proceedings, Seattle, WA. [article]
Redish, E.F. & Kuo, E. (2015). Language of physics, language of math: Disciplinary culture and dynamic epistemology. Science and Education, 24(5-6), 561-590. [article]
Kuo, E. & Champney, D. (2014). Three Diagnoses of Why Transfer Across Disciplines Can Fail and Their Implications for Interdisciplinary Education. In Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., and D'Amico, L. (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1. Boulder, CO: International Society of the Learning Sciences. 62-69. [article]
Hull, M., Kuo, E., Gupta, A., & Elby, A. (2013). Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning. Physical Review Special Topics - Physics Education Research, 9(1), 010105. [article]
Kuo, E., Champney, D., & Little, A. (2013). Considering Factors Beyond Transfer Of Knowledge. In P. V. Engelhardt, A. D. Churukian, N. S. Rebello (Eds.), 2012 Physics Education Research Conference, Philadelphia, PA, 1-2 August, 2012, AIP Conference Proceedings. 1513, 230-233. [article]
Kuo, E., Hull, M.M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems. Science Education, 97(1), 32-57. [link to article] [preprint]
Champney, D. & Kuo, E. (2012). An evolving graphical image of approximation with Taylor series: A case study. In S. Brown, S. Larsen, K. Marrongelle, & M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education (Vol. 1, pp. 1-94 to 1-107). Portland, OR. [article]