ABOUT
Danny Caballero is a physics education researcher who studies how tools and science practices affect student learning in physics and the conditions that support or inhibit this learning. He earned a B.S. in Physics from the University of Texas at Austin in 2004. Danny then worked on opto-microfluidics transport and control experiments at the Georgia Institute of Technology, earning an M.S. in Physics before shifting his research focus to physics education. He helped found the Georgia Tech Physics Education Research group in 2007 and earned the first physics education-focused Ph.D. from Georgia Tech in 2011, concentrating on computational modeling instruction and practice.
As a postdoctoral researcher at the University of Colorado Boulder, Danny contributed to transforming upper-division physics courses into more active learning environments. His research spans from high school to upper-division courses, with a particular interest in how students learn physics using tools such as mathematics and computing. Danny's work integrates cognitive and sociocultural theories of learning to enhance physics instruction at all levels. His projects range from the fine-grained (e.g., how students understand particular elements of code) to the course scale (e.g., how students learn to model systems in electromagnetism) to the broad scale (e.g., how computing affects learning across a degree program). Currently, Danny co-directs the Physics Education Research Lab. More information about his work can be found at dannycab.github.io.
Danny holds a Doctor of Philosophy in Physics from Georgia Institute of Technology (2011), where the thesis was on evaluating and extending a novel course reform of introductory mechanics under the guidance of Prof. Michael F. Schatz. He also earned a Master of Science in Physics from Georgia Institute of Technology in 2007 and a Bachelor of Science in Physics from The University of Texas at Austin in 2004.
