Materials Similar to Students' conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict
- 51%: Students' Cognitive Conflict and Conceptual Change in a Physics by Inquiry Class
- 43%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 37%: Assessing Students' Misclassifications of Physics Concepts: An Ontological Basis for Conceptual Change
- 37%: Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current
- 36%: Assessing students’ conceptual knowledge of electricity and magnetism
- 36%: Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature
- 36%: 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%: Enhancing student performance in introductory physics in topics related to electricity and magnetism through the use of voluntary workshops
- 35%: Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism
- 34%: Evaluation of Instruction Using the Conceptual Survey of Electricity and Magnetism in Mexico
- 34%: Surveying students' conceptual knowledge of electricity and magnetism
- 34%: Students' Cognitive Conflict Levels by Provided Quantitative Demonstration and Qualitative Demonstration
- 33%: Evolution in student conceptual understanding of electricity and magnetism
- 33%: Longitudinal study of student conceptual understanding in electricity and magnetism
- 33%: Using Multimedia to Teach College Students the Concepts of Electricity and Magnetism
- 32%: Student difficulties with finding the fine structure corrections to the energy spectrum of the hydrogen atom using degenerate perturbation theory
- 32%: Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course
- 31%: Types of explanations students use to explain answers to conceptual physics questions
- 31%: Comparison of student and instructor reasons for using computation
