Andrew Mason, PhD
Professor
LSC 167
(501) 852-0050
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Preparatory Background:
B.S., Physics, summa cum laude, Distinguished Honors Scholar, University at Buffalo – The State University of New York, 2004
M.S., Physics and Astronomy, University of Pittsburgh, 2005
Ph.D., Physics and Astronomy, University of Pittsburgh, 2009
Concentration: Physics Cognition Research
2009-2011: Postdoctoral Research Associate, Department of Physics and Astronomy, Department of Postsecondary Teaching and Learning, University of Minnesota, Twin Cities
Member:
– American Association of Physics Teachers
– American Physical Society
– Phi Beta Kappa
– Phi Eta Sigma
– Sigma Pi Sigma
Research Interests:
My research focuses on experimental investigation of physics problem solving and topics in physics cognition that relate to this topic. Specific current interests include classroom implementation of physics problem solving skills, development of tutorials designed for upper-level physics problem solving, reflection and self-diagnosis of solution errors in paired problems, and attitudes and approaches to problem solving in introductory algebra-based physics.
Google Scholar:
https://scholar.google.com/citations?user=9tDZTokAAAAJ&hl=en
Selected Publications Since 2016:
“Improving Performance in Upper-Division Electricity and Magnetism with Explicit Incentives to Correct Mistakes.” A. Mason, J. McCardell, P. White, and J. Colton. Physical Review Physics Education Research 19(2), 020104, © 2023.
“What Physics Instructors Can Learn From Astronomy Teaching.” M. Good, A. Mason, and C. Singh. The Physics Teacher 61(5), pp. 360-363, © 2023.
“Reworking exam problems to incentivize improved performance in upper-division electrodynamics.” A. Mason and J. Colton. In 2022 Physics Education Research Conference Proceedings (PER Central), Eds: B. Frank, D. Jones, and Q. Ryan, © 2022, pp. 298-303.
“Learning goals and perceived irrelevance to major within life science majors in introductory physics.” A. Mason. In 2019 Physics Education Research Conference Proceedings (PER Central), Eds: Y. Cao, S. Wolf, and M. Bennett, © 2020.
“Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics.” A. Mason. Physical Review Physics Education Research 17(2), 020124, © 2021.
“Comparing introductory physics and astronomy students’ attitudes and approaches to problem solving.” M. Good, A. Mason, and C. Singh. European Journal of Physics 39(6), 065702, © 2018.
“Consideration of learning orientations as an application of
achievement goals in evaluating life science majors in introductory physics.” A. Mason and C. Bertram. Physical Review Physics Education Research 14(1), 010125, © 2018.
“The Effect of Students’ Learning Orientations on Performance in Problem Solving Pedagogical Implementations.” C. Bertram and A. Mason. In 2017 Physics Education Research Conference Proceedings (PER Central), Eds: L. Ding, A. Trexler, and Y. Cao, 56-59, © 2017.
“Potential Relationship of Epistemic Games to Group Dynamics and Learning Orientations towards Physics Problem Solving.” A. Mason and C. Bertram. In 2016 Physics Education Research Conference Proceedings (PER Central), Eds: D. Jones, L. Ding, and A. Trexler, 224-227, © 2016.
“Surveying Introductory Physics Students’ Attitudes and Approaches to Problem Solving.” A. Mason and C. Singh. European Journal of Physics 37(5), 055704, © 2016.
“Assessing Problem Solving in the Classroom: A Problem-Solving Rubric with Application to Introductory Physics.” J. Docktor, J. Dornfeld, E. Frodermann, K. Heller, L. Hsu, K.A. Jackson, A. Mason, Q. Ryan, J. Yang. Physical Review Physics Education Research 12(1), 010130, © 2016.
“Impact of Guided Reflection with Peers on the Development of
Effective Problem Solving Strategies and Physics Learning.” A. Mason and C. Singh. Physics Teacher 54(5), 295-299, © 2016.
“Computer Problem-solving Coaches for Introductory Physics I: Design and Usability Studies.” Q.X. Ryan, E. Frodermann, K. Heller, L. Hsu, and A. Mason. Physical Review Physics Education Research 12(1), 010105, © 2016.
“Using Categorization of Problems as an Instructional Tool to Help Introductory Students Learn Physics.” A. Mason and C. Singh. Physics Education (IOP) 51, 025009, © 2016.
(Note: Selected for inclusion in the “Highlights of 2016” collection by the Editors of Physics Education (IOP), on May 17, 2017. Source: http://iopscience.iop.org/
“Learning from mistakes: The effect of students’ written self-diagnoses on subsequent problem solving.” A. Mason, E. Yerushalmi, E. Cohen, and C. Singh. Physics Teacher 54(2), 87-90, © 2016.
“Surveying Turkish High School and University Students’ Attitudes and Approaches to Physics Problem Solving.” N. Balta, A. Mason, and C. Singh. Physical Review Physics Education Research 12(1), 010129, © 2016.
“The Effect of Giving Explicit Incentives to Correct Mistakes on
Subsequent Problem Solving in Quantum Mechanics.” B. Brown, A. Mason, and C. Singh. Physical Review Physics Education Research 12(1),010121, © 2016.