Materials Similar to Effects of facilitating collaboration in large-enrollment introductory physics courses
- 50%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
- 49%: Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
- 44%: Impact on students' views of experimental physics from a large introductory physics lab course
- 44%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
- 44%: Using custom interactive video prelab activities in a large introductory lab course
- 42%: Attitudes about science and conceptual physics learning in university introductory physics courses
- 42%: Text Mining Online Discussions in an Introductory Physics Course
- 42%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
- 41%: Student Perceptions of an Introductory Laboratory Course
- 41%: Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses
- 41%: Meta-affective learning in an introductory physics course
- 41%: The effects of a redesign on students’ attitudes and evaluations for an introductory calculus-based physics lab
- 41%: Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
- 41%: Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence
- 41%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 41%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 40%: Student goals and expectations in a large-enrollment physical science class
- 40%: Comparison of student expectations in introductory calculus-based physics courses
- 40%: What Factors Really Influence Shifts in Students' Attitudes and Expectations in an Introductory Physics Course?
