Materials Similar to Guided and Unguided Student Reflections
- 48%: Modeling students’ conceptual understanding of force, velocity, and acceleration
- 48%: Promoting and assessing student metacognition in physics
- 48%: How accurate are physics students in evaluating changes in their understanding?
- 48%: Framework for Students’ Epistemological Development in Physics Experiments
- 47%: Can Assessment of Student Conceptions of Force be Enhanced Through Linguistic Simplification?
- 45%: Reflection on Problem Solving in Introductory and Advanced Physics
- 45%: Evolution in students’ understanding of thermal physics with increasing complexity
- 44%: Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena
- 44%: Students' context-sensitive use of two kinds of conceptual resources for mechanical wave reflection
- 42%: Force Concept Inventory-based multiple-choice test for investigating students' representational consistency
- 42%: Comparing students' performance on research-based conceptual assessments and traditional classroom assessments
- 42%: Testing Students’ Understanding of Vector Concepts
- 42%: Effects of Training Examples on Student Understanding of Force and Motion
- 42%: Examination of Students’ Self-monitoring in Problem Solving
- 42%: Introductory thermal concept evaluation: assessing students' understanding
- 42%: Assessing Student Learning and Improving Instruction with Transition Matrices
- 42%: Student Interpretations of Partial Derivatives
- 42%: Examining students' personal epistemology: the role of physics experiments and relation with theory
- 42%: Assessing students’ conceptual knowledge of electricity and magnetism