Materials Similar to Using cueing from question pairs to engage students in reflective thinking: An exploratory study
- 46%: Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study
- 46%: Using student-generated content to engage students in upper-division quantum mechanics
- 44%: Using multiple survey questions about energy to uncover elements of middle school student reasoning
- 38%: Student performance on conceptual questions: Does instruction matter?
- 38%: Physics students' epistemic framings for a conceptual test question
- 37%: Using Collaborative Group Exams to Investigate Students’ Ability to Learn
- 35%: Secondary analysis of teaching methods in introductory physics: A 50 k-student study
- 34%: Changing Student Conceptions of Newton's Laws Using Interactive Video Vignettes
- 34%: Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension
- 34%: A new approach for uncovering student resources with multiple-choice questions
- 33%: Accounting for variability in student responses to motion questions
- 33%: Probing Student Understanding with Alternative Questioning Strategies
- 33%: Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context
- 33%: Identifying characteristics of pairs of questions that students answer similarly
- 33%: Pilot Testing Dichotomous Classification Questions for Assessing Student Reasoning
- 32%: Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses
- 32%: Visualizing patterns in CSEM responses to assess student conceptual understanding
- 31%: Analysis of Student Understanding of Statics Principles
- 31%: Can short duration visual cues influence students’ reasoning and eye movements in physics problems?