Materials Similar to Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
- 50%: The development of a personalized-system-of-instruction introductory physics course for life-science students
- 46%: Using a parachute course to retain students in introductory physics courses
- 40%: Initial Interest, Goals, and Changes in CLASS Scores in Introductory Physics for Life Sciences
- 39%: Attitudes about science and conceptual physics learning in university introductory physics courses
- 39%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 39%: Instructors’ justifications regarding curricular design: Assumptions about life sciences students and their role in physics courses
- 39%: Learning goals and perceived irrelevance to major within life science majors in introductory physics
- 39%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
- 39%: Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
- 39%: Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence
- 39%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 38%: Student Perceptions of an Introductory Laboratory Course
- 38%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
- 38%: Comparison of student expectations in introductory calculus-based physics courses
- 38%: Adaptation and Implementation of a Radically Reformed Introductory Physics Course for Biological Science Majors: Assessing Success and Prospects for Future Implementation
- 38%: What Factors Really Influence Shifts in Students' Attitudes and Expectations in an Introductory Physics Course?
- 38%: Attitudes of Life Science Majors Towards Computational Modeling in Introductory Physics
- 37%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 36%: Student Epistemologies in Project-based Learning Courses
