Materials Similar to The use of epistemic distancing to create a safe space to sensemake in introductory physics tutorials
- 32%: A Case Study: Novel Group Interactions through Introductory Computational Physics
- 32%: Identification of a shared answer-making epistemic game in a group context
- 32%: Community structure in introductory physics course networks
- 31%: Network centrality and student self-efficacy in an interactive introductory physics environment
- 30%: Effect of written presentation on performance in introductory physics
- 30%: Centering and marginalization in introductory university physics courses
- 30%: Qualitative Analysis of Students' Epistemic Framing Surrounding Instructor's Interaction
- 30%: Connecting the dots: Student social networks in introductory physics labs
- 29%: Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings
- 28%: Procedural Resource Creation in Intermediate Mechanics
- 28%: Argumentation during active learning strategies in a SCALE-UP environment
- 28%: Quantitative measures of equity in small groups
- 28%: Changing the notation that represents a force changes how students say it
- 28%: The physics classroom as a space for empowerment
- 27%: Examining student participation in two-phase collaborative exams through video analysis
- 27%: Expanded Markers of Success in Introductory University Physics
- 27%: How do gender and inchargeness interact to affect equity in lab group interactions?
- 26%: Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course




