Materials Similar to Pathways to proposing causes for unexpected experimental results
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- 34%: Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices
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- 33%: Physics Learning in the Context of Scaffolded Diagnostic Tasks (II): Preliminary Results
- 32%: Resource Letter ALIP–1: Active-Learning Instruction in Physics
- 32%: Epistemology and expectations survey about experimental physics: Development and initial results
- 31%: Model-based inquiry vs. Traditional computer simulation-based instruction: Which can better help students construct the quantum-mechanical model of an atom?
- 30%: Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
- 29%: Modeling Applied to Problem Solving
- 29%: Development and validation of a sequence of clicker questions for helping students learn addition of angular momentum in quantum mechanics
- 28%: Multiple Modes of Reasoning in Physics Problem Solving, with Implications for Instruction
- 28%: Improved Student Performance in Electricity and Magnetism Following Prior MAPS Instruction in Mechanics
- 28%: Problematizing in inquiry-based labs: how students respond to unexpected results
- 28%: Improving Student Understanding of Vector Fields in Junior-Level E&M
- 27%: Improving Students' Understanding of Quantum Mechanics
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- 27%: Computer problem-solving coaches for introductory physics: Design and usability studies
- 27%: Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course
- 27%: Instructor perspectives on iteration during upper-division optics lab activities




