Back to top

Directory

Lin Ding

Associate Professor, Department of Teaching and Learning

Program Area: Science, STEM

(614) 688-8377
ding.65@osu.edu

Biography

Lin Ding is an associate professor in science education in the Department of Teaching and Learning. He has extensive experience in discipline-based physics education research, including students' conceptual learning, problem solving and scientific reasoning, curriculum development and assessment design. Prior to joining the EHE faculty, Ding was a research associate and lecturer in Ohio State's Department of Physics.

Education

  • Ph.D., North Carolina State University
  • M.S., Texas Christian University
  • B.S., Fudan University
  • Postdoctoral Research Associate, The Ohio State University

Research Interests

Research Summary

Dr. Ding's interest concentrates on discipline-based physics education. His research topics include student learning deficiencies in conceptual understanding, problem solving and scientific reasoning, curriculum development, and assessment design. His work embraces both qualitative and quantitative techniques, and often extends to ideas from other disciplines, such as cognitive psychology and statistics. While his past effort has been uniquely focused on the college level physics teaching and learning, he now is seeking to expand his work to lower grade levels (K-12) and to other science disciplines.

Experience

  • Editor, Physics Education Research Conference Proceedings (2015-2017)
  • Nominated Appointment: Committee on Physics in Undergraduate Education of The American Association of Physics Teachers
  • Associate Editor of Physics Education Research-CENTRAL
  • Referee for Physical Review - Physics Education Research, American Journal of Physics, European Journal of Physics, Journal of Science Education, Science Education, International Journal of Science Education, Science Education Review Letters, Journal Research in Science Teaching, Physics Education Research Conference Proceedings.

Honors

  • 2015 Notable Paper Award, Physics Education Research Leadership Organizing Council, Physics Education Research Topical Group, American Association of Physics Teachers
  • Lifetime Award of American Physical Society's Outstanding Referee, American Physical Society

Grants

  • Investigating and Improving Synthesis Problem Solving Skills in Introductory Physics Via Analogical Reasoning, NSF—REAL, PI, $943,013. (09/2013-08/
  • Development and Validation of Assessments for Industry-Valued Professional and Technical Learning Outcomes in Engineering Education, NSF—IUSE, Co-PI, $597,168.  (01/2016—12/2018)
  • Ohio STEM Teachers for 21st Century Classrooms, NSF—Noyce, Co-PI, $1,382,125. (06/2016-05 2020)
  • Modeling Biology Instruction: Leaders in Science and Engineering, Ohio DOE, Co-PI, $241,231. (07/2015-06/2016)
  • A Pathway Project to Assessment of Understanding Energy Consumption and Global Climate Change among College Science Students, OSU-EHE SEED Grant, PI, $24,991. (01/2011-12/2011)
  • Cross Cultural Studies of College Students’ Knowledge and Practices about Energy Consumption and Climate Change, OSU Gateway Research Seed Grant, PI, $9,980. (06/2011-05/2012)

Selected Publications

Peer-Reviewed Journal Publications

  • Ding, L., X. Wei, and X. Liu, X. (2016, Online First), Variations in university students' scientific reasoning skills across majors, years, and types of institutions. Research in Science Education. Print ISSN 0157-244X; Online ISSN 1573-1898. DOI: 10.1007/s11165-015-9473-y
  • Ibrahim, B., Ding, L., Mollohan, K., and Stammen, A. (2016). Scientific reasoning: Theory evidence coordination in physics-based and non-physics-based tasks. African Journal of Research in Mathematics, Science and Technology Education. 20(2), 93-105. DOI: 10.1080/10288457.2015.1108570
  • Ding, L., Wei, X., and Mollohan, K. (2016). Does higher education improve student scientific reasoning skills? International Journal of Science and Mathematics Education. 14(4), 619-634. DOI: 10.1007/s10763-014-9597-y
  • Ding, L. and Mollohan, K. (2015). How college-level introductory instruction can impact student epistemological beliefs. Journal of College Science Teaching. 44(4), 19-27.
  • Ding, L., and Caballero, M. (2014). Uncovering the hidden meaning of cross-curriculum comparison results on the Force Concept Inventory. Physical Review Special Topics: Physics Education Research. 10(2), 020125.
  • Ding, L. (2014). Verification of causal influences of reasoning skills and epistemology on physics conceptual learning. Physical Review Special Topics: Physics Education Research. 10(2), 023101.
  • Ding, L., and Zhang, H. (2014) Science education study under the international view (国际视野下的科学教育研究). Education in Chemistry (化学教学). 328(7), 3-6.
  • Ding, L. (2014). Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis. Physical Review Special Topics: Physics Education Research. 10(1), 010105.
  • Ding, L. (2014).Long live traditional textbook problems!? — Constraints on faculty use of research-based problems in introductory courses. International Journal of Science and Mathematics Education. 12(1), 123-144.
  • Ding, L., Chabay, R., and Sherwood, B. (2013). How do students in an innovative principle-based mechanics course understand energy concepts?.  Journal of Research In Science Teaching. 50(6), 722-747.
  • Zhang, P. and Ding, L. (2013). Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?. Physical Review Special Topics: Physics Education Research. 9(1), 010110.
  • Ding, L., Reay, N. W., Lee, A., and Bao, L. (2011). Exploring the role of conceptual scaffolding in solving synthesis problems. Physical Review Special Topics: Physics Education Research, 7(2), 020109.
  • Lee, A., Ding, L., Reay, N. W., and Bao, L. (2011). Single concept clicker question sequences. The Physics Teacher, 49(6), 385-389.
  • Ding, L. and Beichner, R. (2009). Approaches to data analysis of multiple-choice questions. Physical Review Special Topics: Physics Education Research, 5(2), 020103.
  • Ding, L., Reay, N. W., Lee, A. and Bao, L. (2009). Are we asking the right questions? Validating clicker question sequences by student interviews. American Journal of Physics, 77(7), 643-650.
  • Bao, L., Cai, T., Koenig, K., Fang, K., Han, J., Wang, J., Liu, Q., Ding, L., Cui, L., Luo, Y., Wang, Y., Li, L., Wu, N. (2009). Learning and scientific reasoning. Science, 323(5914), 586-587.
  • Bao, L., Fang, K., Cai, T., Wang, J., Yang, L., Cui, L., Han, J., Ding, L. and Ying, L. (2009). Learning of content knowledge and development of scientific reasoning ability: A cross culture comparison. American Journal of Physics, 77(12), 1118-1123.
  • Kohlmyer, M., Caballero, M., Catrambone, R., Chabay, R., Ding, L., Haugan, M., Marr, M.J., Sherwood, B., Schatz, M. (2009). Tale of two curricula: The performance of 2000 students in introductory electromagnetism. Physical Review Special Topics: Physics Education Research, 5(2), 020105.
  • Ding, L., Reay, N. W., Lee, A. and Bao, L. (2008). Effects of testing conditions on conceptual survey results. Physical Review Special Topics: Physics Education Research, 4(1), 010112
  • Gaffney, J., Richards, E., Kustusch M., Ding, L. and Beichner, R. (2008). Scaling up education reform. Journal of College Science Teaching, 37(5), 48-53.
  • Ding, L. (2008). What’s hidden may be crucial: Uncovering student ideas in science: 25 more formative assessment probes, Vol. 2, book review. The Physics Teacher, 46(4). 254.
  • Ding, L., Chabay, R., Sherwood, B., & Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: Brief Electricity and Magnetism Assessment. Physical Review Special Topics: Physics Education Research, 2(1), 010105.

Book Chapters

  • Huang, X., Ding, L., and Hu, B. (Accepted/In Press) Science Curriculum and Implementation in Senior Secondary School, in Science Education in China -- Policies, Research, and Practices, edited by L. Liang, X. Liu, and G. Fulmer (Springer).
  • Ding, L.,and Reay, N. W. (2014). Teaching undergraduate introductory physics with an innovative research-based clicker methodology, in Research in Science Education: Research-based Undergraduate Science Teaching Vol. 6, edited by D. W. Sunal, C. S. Sunal, E. L. Wright, C. L. Mason, and D. Zollman (Information Age, Charlotte, NC). 301-330.
  • Ding, L., and Liu, X. (2012). Getting started with quantitative methods in physics education research, in Getting Started in PER, edited by C. Henderson and K. A. Harper (American Association of Physics Teachers, College Park, MD). 1-42

Edited Volumes

  • Jones, D. L., Ding, L., and Traxler. A.(Eds.).(In Press). 2016 Physics Education Research Conference Proceedings. College Park, MD: American Association of Physics Teachers.
  • Churukian, A. D., Jones, D. L., and Ding, L. (Eds.).(2016). 2015 Physics Education Research Conference Proceedings. College Park, MD: American Association of Physics Teachers.

Peer Reviewed Proceedings Papers

  •  Ding, L. (2015) Sensitivity of learning gains on the Force Concept Inventory to students’ individual epistemological changes. 2014 PERC Proceedings. (American Association of Physics Teachers, College Park, MD), p. 63-66. DOI: 10.1119/perc.2014.pr.012
  • White, D., Badeau, R., Heckler, A., and Ding, L. (2015). Bottlenecks in solving synthesis problems. 2014 PERC Proceedings. (American Association of Physics Teachers, College Park, MD), p. 267-270. DOI: 10.1119/perc.2014.pr.063
  • Ding, L. (2014). Detecting progression of scientific reasoning among university science and engineering students. 2013 PERC Proceedings. (American Association of Physics Teachers, College Park, MD), p.125-128. DOI: 10.1119/perc.2013.pr.019
  • Ding, L. (2012). A comparative study of middle school and high school students’ views about physics and learning physics. 2012 PERC Proceedings, AIP Conference Proceedings, Vol. 1513. (AIP, Melville, New York), p.118-121. DOI: 10.1063/1.4789666
  • Lindell, R., and Ding, L. (2012). Establishing reliability and validity: An ongoing process. 2012 PERC Proceedings, AIP Conference Proceedings, Vol. 1513. (AIP, Melville, New York), p.27-29. DOI: 10.1063/1.4789643
  • Ding, L. (2011). Explicating the latent construct of Brief Electricity and Magnetism Assessment, 2011 PERC Proceedings, AIP Conference Proceedings, Vol. 1413. (AIP, Melville, New York), p. 175-178.  DOI: 10.1063/1.3680023
  • Ding, L., Reay, N., Heckler, A. and Bao, L. (2010). Sustained effects of solving conceptually-scaffolded synthesis problems. 2010 PERC Proceedings, AIP Conference Proceedings, Vol. 1289. (AIP, Melville, New York), p. 133-136. DOI: dx.doi.org/10.1063/1.3515179
  • Ding, L., Reay, N., Lee, A. and Bao, L. (2009). Using conceptual scaffolding to foster effective problem solving. 2009 PERC Proceedings, AIP Conference Proceedings, Vol. 1179 (AIP, Melville, New York), p. 129-132. DOI: 10.1063/1.3266695