Materials Similar to Students’ productive strategies when generating graphical representations: An undergraduate laboratory case study
- 44%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 41%: Case Study: Students' Use of Multiple Representations in Problem Solving
- 39%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
- 39%: Teaching integration with layers and representations: A case study
- 39%: Student Epistemology About Mathematical Integration In A Physics Context: A Case Study
- 38%: A study on the impact of real, virtual and comprehensive experimenting on students’ conceptual understanding of DC electric circuits and their skills in undergraduate electricity laboratory
- 36%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 36%: Investigating graphical representations of slope and derivative without a physics context
- 35%: Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
- 34%: Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations
- 34%: Student difficulties in translating between mathematical and graphical representations in introductory physics
- 34%: Student perspective of and experience with sense-making: a case study
- 33%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 32%: The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
- 32%: Student Difficulties with Graphical Representations of Negative Values of Velocity
- 32%: How substance-based ontologies for gravity can be productive: A case study
- 32%: How social-media and web-accessible learning resources influence students’ experiences in a quantum physics course: A case study
- 32%: Algebra-Based Students and Vector Representations: Arrow vs. ijk
- 32%: Network Analysis of Students' Representation Use in Problem Solving




