Materials Similar to Not engaging with problems in the lab: Students’ navigation of conflicting data and models
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- 40%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 40%: Restructuring physics labs to cultivate sense of student agency
- 39%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
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- 39%: Problematizing in inquiry-based labs: how students respond to unexpected results
- 38%: Assessment of Student Problem Solving Processes
- 36%: Identifying Student Difficulty in Problem Solving Process via the Framework of the House Model (HM)
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- 36%: Leveraging virtual reality for student development of force models in the introductory lab
- 36%: Student behavior in undergraduate physics laboratories: Designing experiments
- 36%: Students’ difficulties with solving bound and scattering state problems in quantum mechanics
- 35%: Surprise! Shifting students away from model-verifying frames in physics labs
- 34%: Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses
- 34%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 34%: Students' understanding and application of the area under the curve concept in physics problems
- 34%: Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
- 34%: Sense of agency, gender, and students’ perception in open-ended physics labs
- 34%: Investigating student ability to draw conclusions from measurement data
