Mairin Hynes's research focuses on analyzing students' conceptual understanding, problem-solving methods, and attitudes towards physics in order to enhance the Introductory Physics courses and laboratories.
She works to implement and quantitatively evaluate new pedagogical methods, including those from physics education researchers and cognitive psychologists. These data allow her to better understand and improve the way students approach and think about problem-solving.
Selected Recent Publications
- "Dissociative conceptual and quantitative problem-solving outcomes across interactive engagement and traditional format introductory physics." McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; et al. Physical Review Physics Education Research, 12, UNSP 020141
- "Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum. Cahill, Michael J.; Hynes, K. Mairin; Trousil, Rebecca; et al. Physical Review Special Topics - Physics Education Research, 10, 020101
