Materials Similar to What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context
- 81%: What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context
- 31%: Students’ understanding of continuous charge distributions
- 31%: Dynamics of students’ ontological reasoning across contexts in modern physics
- 30%: A Summary of Students' Mental Models and Their Applications in Contexts Pertaining to Newton's II law
- 30%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
- 29%: Student reasoning about graphs in different contexts
- 28%: Helping students develop an understanding of Archimedes' principle. II. Development of research-based instructional materials
- 28%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 28%: Students' understanding and application of the area under the curve concept in physics problems
- 28%: Student Epistemology About Mathematical Integration In A Physics Context: A Case Study
- 28%: What Do Students Want? Small Group Instructional Diagnoses of STEM Faculty
- 28%: Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts
- 28%: Student sense-making on homework in a sophomore mechanics course
- 28%: Student perspective of and experience with sense-making: a case study
- 27%: Assessment of Student Problem Solving Processes
- 27%: Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
- 27%: How accurately can students estimate their performance on an exam and how does this relate to their actual performance on the exam?
- 26%: Impact of teaching students to use evaluation strategies
- 26%: Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence