My area is Physics Education Research (PER). I study the ways
physics is taught by instructors and learned by students using a mixture
of quantitative and qualitative techniques.
my dissertation I performed multiple studies that compared
performance on analogous numeric and purely symbolic physics problems. I
show why students often perform far better on numeric problems than on
otherwise equivalent symbolic problems. I also show that performance on
symbolic problems are more strongly correlated to overall success than
Eugene Torigoe's Disseration
I am currently working on two different topics.
- Symbolic math equations in introductory physics
- Using spaced recall in introductory physics
- E. Torigoe, "How Numbers Help Students Solve Physics Problems."
- E. Torigoe, "Unpacking Symbolic Equations in Introductory Physics." arXiv:1508.00535
- E. Torigoe, "Emphasizing Expert Practice with Spaced Recall." arXiv:1508.00470
- E. Torigoe, "Representing Circular Polarization with a Box of Cereal," The Physics Teacher, 50(3), p. 188 (2012). [PDF] (The model template can be found at the end of the PDF)
- E. Torigoe and G. Gladding, “Connecting Symbolic Difficulties
with Success in Physics.” American Journal of Physics, 79(1), pp.133-140
(2011). [PDF] [Supplementary Material]
- E. Torigoe and G. Gladding, “Symbols: Weapons of Math
Destruction.” Physics Education Research Conference, AIP Conference
- E. Torigoe and G. Gladding, “Same to Us, Different to Them: Numeric
Computation Versus Symbolic Representation.” Physics Education Research
Conference, AIP Conference Proceedings, 2006. [PDF]