Holmes, N.G. & Wieman, C.E. (under review) Preliminary development and validation of a diagnostic of critical thinking for introductory physics labs, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016.
Day, J., Stang, J.B., Holmes, N.G., Khumar, D., & Bonn, D.A. (2016) Gender gaps and gendered action in a first-year physics laboratory. Phys. Rev. Phys. Educ. Res. 12, 020104 (Find it online here.)
Holmes, N.G. & Wieman, C.E. (2016) Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses, Phys. Rev. Phys. Educ. Res. 12, 020103 (Find it online here.)
Holmes, N.G. (2015) Developing Quantitative Critical Thinking in the Introductory Physics Lab, presented at the Physics Education Research Conference 2015, College Park, MD, 2015. (Find it online here.)
Wieman, C. & Holmes, N.G. (2015) Measuring the impact of introductory physics labs on learning and critical thinking, presented at the Physics Education Research Conference 2015, College Park, MD, 2015. (Find it online here.)
Holmes, N.G. and Wieman, C. (2015) Assessing modeling in the lab: Uncertainty and measurement, presented at the 2015 Conference on Laboratory Instruction Beyond the First Year of College, College Park, MD, 2015. (Find it online here.)
Holmes, N.G., Wieman, C., & Bonn, D.A. (2015) Teaching critical thinking. Proceedings of the National Academies of Sciences, 112(36), 11199-11204, 10.1073/pnas.1505329112
Holmes, N.G. & Bonn, D.A. (2015) Quantitative comparisons to promote inquiry in the introductory physics lab. The Physics Teacher, 53, 352. (Find it online here.)
Wieman, C. & Holmes, N.G. (2015) Measuring the impact of an instructional laboratory on the learning of introductory physics. American Journal of Physics, 83(11), 972-978 (Find it online here.)
Holmes, N.G. (2014) Structured quantitative inquiry labs: developing critical thinking in the introductory physics laboratory. PhD thesis, University of British Columbia. (Find it online here.)
Holmes, N.G., Ives, J., & Bonn, D.A. (2015) The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics. Accepted to 2014 PERC Proceedings [Minneapolis, MN, July 30-31, 2014], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones. (Find it online here.)
Holmes, N.G., Roll, I., & Bonn, D.A. (2014) Participating in the physics lab: does gender matter? Physics in Canada, 70(2), 84. Read it online here.
Holmes, N.G., Park, A.K., Day, J., Bonn, D.A., & Roll, I. (2014) Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities. Instructional Science, 42(4), 523-538
Holmes, N.G. and Bonn, D. A. (2014) Doing Science or Doing a Lab? Engaging Students with Scientific Reasoning during Physics Lab Experiments, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones. (Find it online here)
Day, J., Holmes, N.G., Roll, I., and Bonn, D. A. (2014) Finding Evidence of Transfer with Invention Activities: Teaching the Concept of Weighted Average, 2013 PERC Proceedings [Portland, OR, July 17-18, 2013], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones. (Find it online here)
Holmes, N. G., Martinuk, M. “Sandy”, Ives, J., & Warren, M. (2013). Teaching Assistant Professional Development by and for TAs. The Physics Teacher, 51(4), 218. doi:10.1119/1.4795361. (Find it online here)
Roll, I., Holmes, N, Day, J., & Bonn, D.A. (2012). Evaluating metacognitive scaffolding in guided invention activities. Instructional Science, 40, 691-710.
Holmes, N (2011). Creating better scientists: Using metacognitive scaffolding and intelligent tutoring systems to improve learning from invention. Master’s thesis, University of British Columbia. (Find it online here)
Campbell, J.L., Lee, M., Jones, B.N., Andrushenko, S.M., Holmes, N.G., Maxwell, J.A. and Taylor, S.M. (2009) A fundamental parameters approach to calibration of the Mars Exploration Rover Alpha Particle X-ray Spectrometer. Journal of Geophysical Research. 114, E04006, doi:10.1029/2008JE003272
Invited Presentations
Developing and assessing quantitative critical thinking in the introductory physics laboratory; Center for Science Education, Aarhus University, Aarhus, Denmark, November 2015
Developing and assessing quantitative critical thinking in the introductory physics laboratory; Physics Education Seminar, University of Illinois-Urbana-Champagne, Urbana, IL, October 2015
Developing and assessing quantitative critical thinking in the introductory physics laboratory; Physics Colloquium, University of Guelph, Guelph, ON, October 2015
Developing quantitative critical thinking in the introductory physics laboratory; PER Conference, College Park, MC, July 2015
Developing quantitative critical thinking in the introductory physics laboratory; University of Colorado – Boulder, Boulder, CO, June 2015
Techniques for teaching critical thinking in a first year physics laboratory; Stanford University, Palo Alto, CA, May 2014
Techniques for teaching critical thinking in a first year physics laboratory; Dept. of Physics & Astronomy Education Research Seminar, University of British Columbia, Vancouver, BC, May 2014
Techniques for teaching critical thinking in a first year physics laboratory; Western Washington University, Bellingham, WA, April 2014
Student’s t as a new epistemological framework for teaching measurement and uncertainty; Dept of Statistics Seminar University of British Columbia, Vancouver, BC, February 2014
How do we get students to reflect and iterate?; University of Washington, Seattle, WA, January 2014
Getting students to reflect or think in the lab; Seattle Pacific University, Seattle, WA, January 2014
Natasha G. Holmes 