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American Journal of Physics
written by Andrew J. Mason and Chandralekha Singh
This article discusses a case study in which 14 advanced undergraduate physics students taking an honor-level quantum mechanics course were given the same four problems on midterm and final exams. The solutions to the midterm problems were provided to students. Their performance on the final exam shows that although some advanced students performed equally well or improved compared to their performance on the midterm exam on the problems given twice, a comparable number performed less well on the final than on the midterm exam. The wide distribution of students' performance on problems given again suggests that most advanced students do not automatically use their mistakes as an opportunity for learning, repairing, extending, and organizing their knowledge structure. Interviews with a subset of the students revealed attitudes toward problem solving and gave insight into their approach to learning.
American Journal of Physics: Volume 78, Issue 7, Pages 760-767
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Instructional Issues
Education - Basic Research
- Achievement
- Alternative Conceptions
- Research Design & Methodology
= Data
- Student Characteristics
= Ability
= Skills
Quantum Physics
- General
- Upper Undergraduate
- Reference Material
= Article
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© 2010 American Association of Physics Teachers
DOI:
10.1119/1.3318805
ISSN Number:
0002-9505
PACS:
01.40.Fk
Keywords:
introductory quantum physics course, quantum mechanics case study
Record Creator:
Metadata instance created July 16, 2012 by Zachary Davis
Record Updated:
November 29, 2022 by Caroline Hall
Last Update
when Cataloged:
July 1, 2010
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Record Link
AIP Format
A. Mason and C. Singh, , Am. J. Phys. 78 (7), 760 (2010), WWW Document, (https://doi.org/10.1119/1.3318805).
AJP/PRST-PER
A. Mason and C. Singh, Do advanced physics students learn from their mistakes without explicit intervention?, Am. J. Phys. 78 (7), 760 (2010), <https://doi.org/10.1119/1.3318805>.
APA Format
Mason, A., & Singh, C. (2010, July 1). Do advanced physics students learn from their mistakes without explicit intervention?. Am. J. Phys., 78(7), 760-767. Retrieved June 15, 2024, from https://doi.org/10.1119/1.3318805
Chicago Format
Mason, Andrew, and Chandralekha Singh. "Do advanced physics students learn from their mistakes without explicit intervention?." Am. J. Phys. 78, no. 7, (July 1, 2010): 760-767, https://doi.org/10.1119/1.3318805 (accessed 15 June 2024).
MLA Format
Mason, Andrew, and Chandralekha Singh. "Do advanced physics students learn from their mistakes without explicit intervention?." Am. J. Phys. 78.7 (2010): 760-767. 15 June 2024 <https://doi.org/10.1119/1.3318805>.
BibTeX Export Format
@article{ Author = "Andrew Mason and Chandralekha Singh", Title = {Do advanced physics students learn from their mistakes without explicit intervention?}, Journal = {Am. J. Phys.}, Volume = {78}, Number = {7}, Pages = {760-767}, Month = {July}, Year = {2010} }
Refer Export Format

%A Andrew Mason %A Chandralekha Singh %T Do advanced physics students learn from their mistakes without explicit intervention? %J Am. J. Phys. %V 78 %N 7 %D July 1, 2010 %P 760-767 %U https://doi.org/10.1119/1.3318805 %O application/pdf

EndNote Export Format

%0 Journal Article %A Mason, Andrew %A Singh, Chandralekha %D July 1, 2010 %T Do advanced physics students learn from their mistakes without explicit intervention? %J Am. J. Phys. %V 78 %N 7 %P 760-767 %8 July 1, 2010 %@ 0002-9505 %U https://doi.org/10.1119/1.3318805


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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