Materials Similar to Drawing on force ideas for kinematic reasoning in introductory physics
- 43%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
- 42%: Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning
- 42%: To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
- 42%: Towards understanding learning challenges involving sign conventions in introductory level kinematics
- 42%: “So it’s the same equation...”: A blending analysis of student reasoning with functions in kinematics
- 42%: Introductory labs on the vector nature of force and acceleration
- 41%: An inventory on rotational kinematics of a particle: Unravelling misconceptions and pitfalls in reasoning
- 36%: Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension
- 36%: Exploring student facility with "goes like'' reasoning in introductory physics
- 35%: Leveraging virtual reality for student development of force models in the introductory lab
- 35%: Representational task formats and problem solving strategies in kinematics and work
- 35%: University Student Conceptual Resources for Understanding Forces
- 35%: Impetus-Force-Like Drawings May Be Less Common Than You Think
- 34%: Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions