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Restricted to General Topic: Classical Mechanics
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Results #1-#10 of 40
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Physical Review Special Topics - Physics Education Research
Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation 
  
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Match Score:
100
Main Level:
Graduate/Professional
Subjects:
General Physics / Physics Education Research
Classical Mechanics / Newton's Third Law
Education Foundations / Assessment
Education Foundations / Communication / Representations
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T. Smith and M. Wittmann, Phys. Rev. ST Phys. Educ. Res., 4 (2), 020101 (2008).
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation. Our goal is to propose a methodology that…
http://dx.doi.org/10.1103/PhysRevSTPER.4.020101
Time to completion reveals problem-solving transfer 
  
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Match Score:
100
Main Level:
Lower Undergraduate
Subjects:
Education Practices / Active Learning / Problem Solving
Classical Mechanics / General
General Physics / Physics Education Research
Post a comment | Relations
R. Warnakulasooriya and D. Pritchard - Conference Proceedings
Two equally skilled groups of students taking introductory mechanics solve related physics problem pairs in reverse order with respect to each other, using the web-based Socratic…
http://dx.doi.org/10.1063/1.2084737
Sample Exams And Transfer In Introductory Mechanics 
  
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Match Score:
100
Main Level:
Lower Undergraduate
Subjects:
Education Practices / Active Learning / Problem Solving
Classical Mechanics / General
General Physics / Physics Education Research
Post a comment | Relations
C. Koleci - Conference Proceedings
Why do novices use examples so extensively, no matter which subject area? Examples are often helpful because they reveal how to get from problem descriptions to theoretical…
http://dx.doi.org/10.1063/1.2084726
Transfer Between Paired Problems In An Interview 
  
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Match Score:
100
Main Level:
Lower Undergraduate
Subjects:
Education Foundations / Cognition
Classical Mechanics / General
General Physics / Physics Education Research
Education Foundations / Assessment
Post a comment | Relations
K. Gray and S. Rebello - Conference Proceedings
This paper will cover a small portion of a larger study designed to address the issue of stability of knowledge in an interview and how it is influenced by transfer of learning. An…
http://dx.doi.org/10.1063/1.2084725
Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion 
  
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Match Score:
100
Main Level:
Middle School
Subjects:
Education Practices / Active Learning / Inquiry Learning
Classical Mechanics / General
General Physics / Physics Education Research
Education Foundations / Teacher Characteristics
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C. Sandifer - Conference Proceedings
This study investigated small-group discussions in an inquiry-based middle school science classroom. The purpose of the study was to determine the teacher and curriculum factors that…
http://dx.doi.org/10.1063/1.2084721
Using the System Schema Representational Tool to Promote Student Understanding of Newton's Third Law 
  
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Match Score:
100
Main Level:
Lower Undergraduate
Subjects:
Education Practices / Active Learning / Modeling
Classical Mechanics / Newton's Third Law
General Physics / Physics Education Research
Education Practices / Instructional Material Design
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B. Hinrichs - Conference Proceedings
The Modeling Instruction program at Arizona State University has developed a representational tool, called a system schema, to help students make a first level of abstraction of an…
http://dx.doi.org/10.1063/1.2084715
Tracing Difficulties With Relativistically Invariant Mass To Difficulties With Vector Addition Of Momentum In Newtonian Contexts 
  
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Match Score:
100
Main Level:
Lower Undergraduate
Subjects:
Education Foundations / Assessment
Classical Mechanics / General
General Physics / Physics Education Research
Education Foundations / Student Characteristics / Ability
 Post a comment | Relations
A. Boudreaux - Conference Proceedings
For effective transfer of knowledge, it is necessary to break the transfer of conceptual difficulties. In physics courses that include special relativity, students are expected to…
http://dx.doi.org/10.1063/1.2084695
Comparing Three Methods for Teaching Newton’s Second Law 
  
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Match Score:
100
Main Level:
Lower Undergraduate
Subjects:
Education Foundations / Assessment
Classical Mechanics / Newton's Second Law
General Physics / Physics Education Research
Education Practices / Active Learning / Inquiry Learning
 Post a comment | Relations
M. Wittmann and M. Anderson - Conference Proceedings
As a follow-up to a study comparing learning of Newton’s Third Law when using three different forms of tutorial instruction, we have compared student learning of Newton’s Second Law…
http://www.per-central.org/document/ServeFile.cfm?ID=9512&DocID=1385
Cognition of an expert tackling an unfamiliar conceptual physics problem 
  
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Match Score:
100
Main Level:
Graduate/Professional
Subjects:
Education Practices / Active Learning / Problem Solving
Classical Mechanics / Motion in Two Dimensions / 2D Acceleration
Education Foundations / Cognition
Post a comment | Relations
D. Schuster and A. Undreiu - Conference Proceedings
We have investigated and analyzed the cognition of an expert tackling a qualitative conceptual physics problem of an unfamiliar type. Our goal was to elucidate the detailed cognitive…
http://www.per-central.org/document/ServeFile.cfm?ID=9499&DocID=1376
Modeling students’ conceptual understanding of force, velocity, and acceleration 
  
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Match Score:
100
Main Level:
Lower Undergraduate
Subjects:
Education Foundations / Assessment / Instruments
Classical Mechanics / Newton's First Law / Inertia in Motion
Classical Mechanics / Newton's Second Law / Force, Acceleration
General Physics / Physics Education Research
Education Foundations / Alternative Conceptions
Education Foundations / Assessment / Conceptual Assessment
Education Foundations / Cognition / Cognition Development
 Post a comment | Relations
R. Rosenblatt, E. Sayre, and A. Heckler - Conference Proceedings
We have developed a multiple choice test designed to probe students’ conceptual understanding of the relationships among the directions of force, velocity, and acceleration. The test…
http://www.per-central.org/document/ServeFile.cfm?ID=9493&DocID=1369
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Results #1-#10 of 40

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