Materials Similar to Open-ended versus guided laboratory activities: Impact on students’ beliefs about experimental physics
- 59%: Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics
- 45%: Impact of perceived grading practices on students' beliefs about experimental physics
- 43%: A summary of research-based assessment of students' beliefs about the nature of experimental physics
- 41%: The impact of metacognitive activities on student attitudes towards experimental physics
- 38%: The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics
- 38%: Student perceptions of laboratory classroom activities and experimental physics practice
- 36%: Qualitative investigation of students’ views about experimental physics
- 34%: Impact of instructional approach on students' epistemologies about experimental physics
- 34%: A longitudinal exploration of students’ beliefs about experimental physics
- 33%: Students’ views about the nature of experimental physics
- 33%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
- 33%: Sense of agency, gender, and students’ perception in open-ended physics labs
- 32%: The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
- 32%: Investigating student ownership of projects in an upper-division physics lab course
- 31%: Improvement or selection? A longitudinal analysis of students’ views about experimental physics in their lab courses
- 31%: Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors
- 31%: How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies
- 31%: Developing student attitudes in the first-year physics laboratory
- 29%: Who does what now? How physics lab instruction impacts student behaviors
