Jeff Morgan
Assistant Professor of Physics and Science Education
e-mail: jeff.morgan@uni.edu
Dr. Morgan received his undergraduate training in physics at Walla
Walla College in southeastern Washington. After teaching high school
physics and physical science for three years in suburban Chattanooga,
Tennessee, he enrolled in graduate school at the University of Maine.
There, he worked with Dr. Michael Wittmann and other members of the
Physics Education Research Laboratory in developing instructional
materials for a course introducing basic ideas of quantum physics
to non-science students. His dissertation work focused on how students
learn and reason about the phenomena of quantum tunneling.
Currently, Dr. Morgan's work involves examining how physics students
learn some of the foundational ideas, such as potential energy diagrams
and wave equations, needed to understand systems discussed in quantum
physics courses. He is also interested in studying to what extent
elementary school teachers' science activities in their classrooms
are influenced by their college science background.
Additional information is available at http://faculty.cns.uni.edu/~morganjt/
Recent Publications
J.T. Morgan and M.C. Wittmann, "Examining the Evolution of Student
Ideas About Quantum Tunneling," 2005 Physics Education Research
Conference Proceedings, edited by Paula Heron, Jeff Marx, and Laura
McCullough (2006).
M.C. Wittman, J.T. Morgan, and L. Bao, "Addressing Student Models
of Energy Loss in Quantum Tunneling," European Journal of
Physics 26, pp. 939-950 (2005).
J.T. Morgan, M.C. Wittmann, and J.R. Thompson, "Student Understanding
of Tunneling in Quantum Mechanics: Examining Interview and Survey
Results for Clues to Student Reasoning," 2003 Physics Education
Research Conference Proceedings, edited by Scott Franklin, Karen Cummings,
and Jeff Marx, (2004).
M.C. Wittmann and J.T. Morgan, "Understanding Data Analysis
from Multiple Viewpoints: An Example from Quantum Tunneling,"
2003 Physics Education Research Conference Proceedings, edited by
Scott Franklin, Karen Cummings, and Jeff Marx, (2004).
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