Jared Arnell

Graduate Researcher

Jared Arnell

Biography

Jared is a PhD student in the Instructional Technology and Learning Sciences department at Utah State University. He received a bachelor's degree in Physics with minors in Math and Chemistry from Utah Valley University in 2018, followed by a master's degree in Physics from Utah State University in 2022.

Jared has a deep love for teaching and loves working with students. He discovered his passion for teaching after volunteering as an assistant coach for his high school's debate team after graduating. Jared delights in the "light bulb" moments when students make new connections and are able to reconceptualize challenging topics or phenomena.

Jared hopes to contribute to the modernization and revitalization of upper-division physics education through innovative technology and novel instructional approaches. His research interests include:

  • utilizing fine-grain constructivist epistemological frameworks
  • investigating transitional knowledge states and intermediate learning contexts
  • implementing responsive teaching practices for pursuing students' ideas
  • integrating mathematical reasoning with conceptual understanding
  • exploring the interplay between knowledge, language, and embodied experiences

Suggested Publications

Arnell, J., Swanson, H., Edwards, B., & Edwards, J. (2024). Operational routes: A construct for characterizing intermediate learners’ cognitive navigational strategies. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 825-832). Buffalo, New York: International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.764144 

Arnell, J., & Swanson, H. (2023). Air particles in a lattice: Considerations for sound wave simulations in physics education. In D. Jones, Q. X. Ryan, and A. Pawl (Eds.), 2023 Physics Education Research Conference Proceedings, p.28-33. Sacramento, CA. https://doi.org/10.1119/perc.2023.pr.Arnell 

Arnell, J., Swanson, H., & Lawrence, L. (2023). “Shake the slinky more”: Exploring the medley of meaning in middle school science students’ language. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1490-1493). Montreal, Canada: International Society of the Learning Sciences. https://doi.org/10.22318/icls2023.728914 

Barth-Cohen, L, Swanson, H., & Arnell, J. (2023). Methods of research design and analysis for identifying knowledge resources. Physical Review - Physics Education Research, 19(2), 020119. https://doi.org/10.1103/PhysRevPhysEducRes.19.020119 

Arnell, J., Swanson, H., & Edwards, B. (2022). Instructional landmarks: Describing a novel intermediate knowledge structure for physics learners. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 1393-1396). Hiroshima, Japan: International Society of the Learning Sciences. https://repository.isls.org//handle/1/8496