Materials Similar to Comparing Unprompted and Prompted Student-Generated Diagrams
- 58%: Using student-generated content to engage students in upper-division quantum mechanics
- 51%: Changes to equipotential diagrams to improve student ranking of electric potential
- 46%: How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
- 45%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
- 45%: To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
- 42%: Do students use and understand free-body diagrams?
- 39%: Effects of Belief Bias on Student Reasoning from Data Tables
- 38%: DC circuits: Context dependence of student responses
- 38%: Comparing Physics and Math Problems
- 38%: Question Characteristics and Students’ Epistemic Framing
- 37%: A good diagram is valuable despite the choice of a mathematical approach to problem solving
- 37%: Tracking the referent system to understand students' math modeling processes
- 37%: Comparing student behavior in mastery and conventional style online physics homework
- 36%: Comparing Student Ability to Reason with Multiple Variables for Graphed and Non-Graphed Information.
- 36%: To draw or not to draw? Examining the necessity of problem diagrams using massive open online course experiments
- 36%: Dynamics of students’ ontological reasoning across contexts in modern physics
- 36%: Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course
- 36%: 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
- 35%: Comparing the development of students' conceptions of pulleys using physical and virtual manipulatives
