Materials Similar to The use of ACER to develop and analyze student responses to expectation value problems
- 41%: Students' choices when solving expectation value problems
- 40%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 37%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
- 36%: Students’ Difficulties in Transfer of Problem Solving Across Representations
- 35%: Towards an Understanding of How Students Use Representations In Physics Problem Solving
- 35%: Assessing students’ epistemic logic using clause topics during problem comparison
- 35%: Student responses to chain rule problems in thermodynamics
- 34%: Student difficulties with determining expectation values in quantum mechanics
- 34%: 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
- 32%: Influence of visual cueing and outcome feedback on students’ visual attention during problem solving
- 32%: Transferability and specialization: analyzing STEM students’ perspectives of problem-solving
- 32%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
- 32%: Tracking the referent system to understand students' math modeling processes
- 31%: Examination of Students’ Self-monitoring in Problem Solving
- 31%: Network Analysis of Students' Representation Use in Problem Solving
- 31%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
- 31%: Problem Solving and Motivation – Getting our Students in Flow
- 31%: Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations
- 31%: Investigate Students’ use of Boundary Conditions using Symbolic Forms
