Publications
For copies of any article that you do not have access to, please email me at mrstoeckel@gmail.com and I will be happy to send you a PDF!
Stoeckel, M. (2024). Using group roles to promote effective collaboration. The Science Teacher, 91(6), 73-77. https://doi.org/10.1080/00368555.2024.2404955
Dissertation: Stoeckel, M. (2024). Why don’t girls think they’re good at physics? Recognition in a high school classroom. (Order No. 31143833) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations Publishing. https://www.proquest.com/pqdtglobal/docview/3057048389/3C43FC4DB536403CPQ/1?accountid=14586&sourcetype=Dissertations%20&%20Theses
Stoeckel, M. & O’Shea, K. (2023). Strategies for supporting equitable group work. The Physics Teacher, 62(5), 326-329. https://doi.org/10.1119/5.0167278
Stoeckel, M. (2023). Kepler’s 2nd Law using integration by weighing. The Physics Teacher, 61(5), 372-373. https://doi.org/10.1119/5.0102901
Stoeckel, M., Peterson, A., Ortman, L., & Roehrig, G. (2023). Chemical cargo carrier: An engineering design challenge using Newton’s laws. The Science Teacher, 90(4), 20-27. https://www.nsta.org/science-teacher/science-teacher-marchapril-2023/chemical-cargo-carrier
Stoeckel, M. & Roehrig, G. Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom. Physical Review Physics Education Research, 17, 020102. https://doi.org/10.1103/physrevphyseducres.17.020102
Stoeckel, M. (2020). Gender, self-assessment, and classroom experiences in AP Physics 1. The Physics Teacher, 58, 399-401. https://doi.org/10.1119/10.0001836 / Open access version
Stoeckel, M. (2019). Balance and nuance: Teaching high school and pursuing grad school. PERCoGS Newsletter. Issue 17. https://drive.google.com/file/d/1Y675eNFi8odY5FJbZgVyVd6f6skdnLOz/view
Stoeckel, M. (2018). Moving multimeter ground to define electric potential difference. The Physics Teacher, 54(24), 24-25. https://doi.org/10.1119/1.5018683 / Open access version
Stoeckel, M. (2018). Where does the energy go?: Using evidence-based reasoning to explore relationships between energy and motion. The Science Teacher 85(1), 19-25. http://dx.doi.org/10.2505/4/tst18_085_01_19 / Open access version
Presentations
Network Gender & STEM 2024: What Does It Mean to Be Good at Physics? Peer Recognition in a High School Classroom My research on the ways that students recognize each other for being good at physics and what they recognize, as well as what that means for gender equity
AMTA Webinar 2024: Why Don’t Girls Think They’re Good at Physics? Recognition in High School Physics My research on how recognition operates in a high school physics classroom and how that shapes students’ views about what it means to be good at physics with implications for gender equity
NARST 2024: Peer Recognition in High School Physics During Small Group Work SKAIDS poster session My research on the ways that students recognize each other for being good at physics and what they recognize
NARST 2024: Non-Science Performances in Small Group Positioning With Anjar Utomo A linguistic analysis of how students used things unconnected to science to say something about science ability and the role gender played in these interactions
ASTE 2024: Non-Science Performances in Small Group Positioning With Anjar Utomo A linguistic analysis of how students used things unconnected to science to say something about science ability
AAPT Summer Meeting 2023: Virtual Communities for Mutual Support: An Online Book Study A look at a virtual book study of Building Thinking Classrooms I helped organize
Acoustical Society of America 2023: Strategies for Teaching Waves in the NGSS A look at what the NGSS calls for students to learn about waves with an emphasis on using Pivot Interactives
CSAAPT 2023 Keynote: What Does it Mean to Be Good at Physics? My research on how peer recognition shapes students’ beliefs about whether they are good at physics and implications for gender equity
ASTE 2022: Peer Recognition in High School Physics Analysis of how students deliver peer recognition while working in small groups
AAPT Summer Meeting 2022: Evidence-based Reasoning for Integrated STEM A strategy for helping students make connections between science learning and engineering design challenges
MnCOSE 2021: Making Groupwork More Equitable Concrete strategies for encouraging high-quality collaboration for every student
AAPT Summer Meeting 2020: Gender, Self-Efficacy, & Classroom Experiences in AP Physics 1 Analysis of interview data on gender differences in experiences that impacted self-efficacy
Harvard High School Physics Network 2020: Gender, Self-Efficacy, & Classroom Experience Practitioner-focused summary of mixed-methods classroom research on gender differences in self-assessment
NARST 2020: Self-Assessment & Underrepresentation in AP Physics 1 Mixed-methods classroom research on gender differences in self-assessment
MnCOSE 2019: Sense-Making with Card Sorts Strategies for using card sort activities to promote student discourse and reasoning
AAPT Summer Meeting 2019: Group-worthy Tasks with Kelly O’Shea Half-day workshop on designing and facilitating meaningful collaboration
MnCOSE 2018: Where Does the Energy Go? An overview of a multi-day lab where students determine what interaction causes a bouncy ball to dissipate energy
AAPT Summer Meeting 2018: PLC-Embedded Action Research A look at my district’s PLC process, including some action-research projects I’ve been a part of
MnCOSE 2017: Keeping the “S” in STEM with Evidence-Based Reasoning Strategies for getting students to apply their knowledge of science in engineering design challenges
MnCOSE 2017: Introduction to Modeling Instruction with Scot Hovan A brief overview of Modeling Instruction in physics
MnCOSE 2015: Cargo Carrier Design Challenge with Angela Peterson An overview of an integrated STEM unit on Newton’s Laws
Science is a Verb 