Tor Ole Odden

Faglige interesser

• Creativity and self-expression in physics learning
• Computational thinking and computational literacy in physics learning
• Supporting and preparing learning assistants and teaching assistants in physics
• Sensemaking in physics education

Bakgrunn

Tor completed his PhD in physics education in December 2017 at the University of Wisconsin-Madison. His dissertation work focused how undergraduate physics students make sense of abstract or tricky physics concepts, the specific strategies they use, and how instructors can help them in that process. Tor also holds a masters in physics from UW-Madison and a bachelors in physics from St. Olaf College in Northfield, Minnesota.

Priser

• University of Wisconsin-Madison Teaching Assistant Exceptional Service Award, 2016
• Milton O. Pella Science Education Graduate Fellowship, 2016-2017
• Inductee into University of Wisconsin-Madison Teaching Academy, 2017

Publikasjoner

Odden, T.O.B., & Russ, R.S. (Resubmitted). The sensemaking epistemic game: A model of student sensemaking processes in introductory physics. Physical Review Physics Education Research

Odden, T.O.B., & Russ, R.S. (2018). Defining sensemaking: Bringing clarity to a fragmented theoretical construct. Science Education

Russ, R.S., & Odden, T.O.B., (2018). Physics Education Research as a Multidimensional Space: Current Work and Expanding Horizons. Reviews in Physics Education Research

Odden, T.O.B., & Russ, R.S. (2017). “Charges are everywhere”: A case of student sensemaking about electric current. 2017 Physics Education Research Conference Proceedings

Russ, R.S., & Odden, T.O.B., (2017). Intertwining Evidence- and Model-based Reasoning in Physics Sensemaking: An Example from Electrostatics. Physical Review Physics Education Research, 13(2), 020105