Materials Similar to Effectiveness of flipped classroom techniques in an advanced laboratory physics course
- 47%: Using reflections to explore student learning during the project component of an advanced laboratory course
- 43%: Investigating student ownership of projects in an upper-division physics lab course
- 42%: Student perceptions of laboratory classroom activities and experimental physics practice
- 38%: Open-ended versus guided laboratory activities: Impact on students’ beliefs about experimental physics
- 36%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 36%: Smartglasses in STEM laboratory courses – the augmented thermal flux experiment
- 35%: Student Perceptions of an Introductory Laboratory Course
- 35%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
- 35%: Student Estimates of Probability and Uncertainty in Advanced Laboratory and Statistical Physics Courses
- 35%: Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors
- 33%: Transforming the advanced lab: Part I - Learning goals
- 33%: Findings from an administration of the ISOP framework at Institution A in the Spring of 2013: Insights into course planning, classroom teaching, and student experiences in STEM courses
- 33%: Communicating scientific ideas: tutorials for professionally-styled laboratory reports
- 33%: Teaching the concepts of measurement: An example of a concept-based laboratory course
- 32%: Developing student attitudes in the first-year physics laboratory
- 32%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
- 32%: Using custom interactive video prelab activities in a large introductory lab course