Materials Similar to Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development
- 36%: Critical Classroom Structures for Empowering Students to Participate in Science Discourse
- 36%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
- 35%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
- 33%: Physics Learning Identity of a Successful Student: A Plot Twist
- 32%: Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms
- 32%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 31%: Survey Development for Assessing Learning Identity in an ISLE Classroom
- 31%: Students’ dynamic engagement with experimental data in a physics laboratory setting
- 30%: The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving
- 29%: Student-Generated Scientific Inquiry for Elementary Education Undergraduates: Course Development, Outcomes and Implications
- 29%: Understanding university students’ identity through engagement in informal physics programs
- 27%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
- 27%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
- 27%: Student perceptions of laboratory classroom activities and experimental physics practice
- 26%: Students’ Views of Math and Physics Problems: Structure vs. Content
- 26%: The Development and Measurement of Identity across the Physical Sciences
- 25%: Implications of Accumulating Data on Levels of Intellectual Development
- 25%: Coupling epistemology and identity in explaining student interest in science
