Materials Similar to Students’ Responses and Approaches to Case-Based Instruction: The Role of Reflective Self-Regulation
- 41%: Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
- 36%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
- 36%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 36%: Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses
- 33%: Themes in student self-assessments of attitudinal development in the CLASS
- 31%: The Undergraduate Research Student Self-Assessment (URSSA): Validation for Use in Program Evaluation
- 31%: Investigating students' views about the role of writing in physics lab classes
- 31%: Use of model analysis to analyse Thai students’ attitudes and approaches to physics problem solving
- 30%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
- 29%: Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context
- 29%: Blogging in the physics classroom: A research-based approach to shaping students’ attitudes toward physics
- 29%: Reformed Physics Instruction Through the Eyes of Students
- 29%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 29%: Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development
- 29%: The Role of Students’ Gender and Anxiety in Physics Performance
- 28%: The Role of Student Reflection in Project-based Learning Physics Courses
- 28%: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
- 28%: A comparison of students' written explanations and CLASS responses
- 28%: The effects of a redesign on students’ attitudes and evaluations for an introductory calculus-based physics lab




