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. (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
CSAAPT 2023 Keynote: What Does it Mean to Be Good at Physics? My research on how peer recognition shapes students’ beleifs 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 