Eric Kuo

Biography

Eric Kuo received bachelor's degrees in physics and mathematics from Brandeis University in 2008. After a brief stint teaching high school physics, he began his graduate work at the University of Maryland, where he received his Ph.D. in physics in 2013. After working as a postdoctoral researcher at Stanford University and as a research associate at the University of Pittsburgh, he joined the physics department at Illinois in 2020. His research investigates the cognitive, social, and affective dynamics of physics learning to develop and assess new approaches to teaching physics. His work tackles a broad range of issues related to physics education, with a focus on mathematical reasoning, belief development, collaboration, and causal reasoning.

Undergraduate Research Opportunities

Students working with me can expect to gain a background in theories of learning and quantitative/qualitative methodologies for examining physics education. My research team welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity.

Research Interests

• Causal reasoning
• Mathematical reasoning in physics
• Adaptive problem-solving expertise
• The impacts of motivation on physics learning
• Applying learning theories to design physics instruction and assessment

Selected Articles in Journals

• Talafian, H., Lundsgaard, M., Mahmood, M., Shafer, D., Stelzer, T., & Kuo, E. (2025). Responsive professional development: A facilitation approach for teachers’ development in a physics teaching community of practice. Teaching and Teacher Education, 153, 104812.
• Mahmood, M. S., Talafian, H., Shafer, D., Kuo, E., Lundsgaard, M., & Stelzer, T. (2024). Navigating socio-emotional risk through comfort-building in physics teacher professional development: A case study. Journal of Research in Science Teaching, 61(9), 2223-2257.
• Adlakha, V. & Kuo, E. (2023). Applying Causal Inference Principles to the Analysis of Observational Studies in Physics Education Research. Physical Review Physics Education Research, 19, 020160.
• Kuo, E., Hull, M. M., Elby, A., & Gupta, A. (2020). Assessing mathematical sensemaking in physics through calculation-concept crossover. Physical Review Physics Education Research, 16(2), 020109.
• Wallace, T. L., & Kuo, E. (2020). Publishing qualitative research in the Journal of Educational Psychology: Synthesizing research perspectives across methodological silos [Editorial]. Journal of Educational Psychology, 112(3), 579-583.

Pending Articles

• Benson-Greenwald, T. M., Pelakh, A., Tumminia, M. J., Jahanian, S., Diamond, M. S., Kuo, E., Good, M., Nokes-Malach, T. J., & Galla, B. M. (2024). Building Courage, Strength, and Knowledge: Mindfulness Training Reduces Psychological Threat in Introductory Physics Courses. PsyArxiv preprint. https://doi.org/10.31234/osf.io/uq3v7