Christopher Moore, PhD
Christopher Moore, PhD
- Dr. George F. Haddix Community Chair in Physical Science
- DSC 127
B.S. Physics, Virginia Commonwealth University
M.S. Applied Physics, Virginia Commonwealth University
Ph.D., Chemistry, Virginia Commonwealth University
Christopher Moore is the Dr. George F. Haddix Community Chair in Physical Science and associate professor of physics at the University of Nebraska Omaha. Holding a M.S. in applied physics and a Ph.D. in chemistry from Virginia Commonwealth University, Dr. Moore has worked as a physical science teacher at several secondary schools in Virginia, as a professional materials scientist, and as a scholar of and consultant on science education. Dr. Moore is author of the book “Creating Scientists: Teaching and Assessing Science Practice for the NGSS”.
2018 – present | Dr. George F. Haddix Community Chair in Physical Science and Associate Professor of Physics, University of Nebraska Omaha
2015 – 2017 | Director of Engineering Science, Coastal Carolina University
2014 – 2017 | Associate Professor of Applied Physics and Engineering Science, Coastal Carolina University
2010 – 2014 | Assistant Professor of Applied Physics, Coastal Carolina University
2007 – 2010 | Director of Dual-Degree Engineering and Assistant Professor of Physics, Longwood University
2003 – 2004 | Science Instructor, Saint Catherine’s School, Richmond, VA
2002 – 2003 | Science Instructor, J.R. Tucker High School, Henrico, VA
Dr. Moore runs the Physics Education Research Lab at UNO. Using both quantitative and qualitative research methods, the lab focuses on investigations of novice/expert practice within the context of physical science. Specifically, the lab is focusing on the following four major projects:
1. Development and validation of an assessment of practice abilities for use in the introductory physics laboratory.
2. Development and validation of assessment items in physical science for use with NGSS-based state standards.
3. Efficacy of reflection-based activity on problem-solving process development in novice problem-solvers.
4. Modeling cognitive thresholds that effect learning potential in physics.
“Creating Scientists: Teaching and Assessing Science Practice for the NGSS.” New York, New York: Routledge (Nov. 2017).
“Dynamic Visualizations of Multi-body Physics Problems and Scientific Reasoning Ability: A Threshold to Understanding,” Moore, J.C. and Slisko J. In T. Greczylo and E. Debowska (Eds.), Key Competences in Physics Teaching and Learning (chpt. 13). New York, New York: Springer (2017).
“Modeling hidden circuits: an authentic research experience in one lab period,” J.C. Moore and L.J. Rubbo, Phys. Teach. 54(7), 423 (2016).
“Application of the cognitive apprenticeship framework to a middle school robotics camp,” B. Larkins, J.C. Moore, L.R. Covington, and L.J. Rubbo, SIGCSE'13: Proceedings of the 44th technical symposium on computer science education, pgs. 89-94 (2013).
“Scientific reasoning abilities of non-science majors in physics-based courses,” J.C. Moore, L.J. Rubbo, Phys. Rev. ST PER, 8, 010106 (2012).
“Transitional to formal operational: using authentic research experiences to get students to think more like scientists,” J.C. Moore, Euro. J. Phys. Educ. Research, 3(4), 1-12 (2012).