Materials Similar to Evaluating learning of motion graphs with a LiDAR-based smartphone application
- 43%: Learning Motion Concepts Using Real-time Microcomputer-based Laboratory Tools
- 37%: Inquiry-based activities and their effects on students’ ability to explain related problem scenarios
- 35%: Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
- 34%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
- 34%: Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
- 34%: Technology and research-based strategies: Learning and alternative conceptions
- 34%: A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application
- 34%: Student learning outcomes with hybrid computer simulations and hands-on labs
- 33%: The "RIPL" Effect on Learning Gains in Lecture
- 33%: Measuring the impact of conceptual inquiry-based labs
- 32%: Learning Motion Concepts -- Sample Results from a National Collaboration of High Schools
- 32%: Digital video, learning styles, and student understanding of kinematics graphs
- 31%: Comparing Student Learning in Mechanics Using Simulations and Hands-on Activities
- 31%: Design strategies for research-based physics activities
- 31%: A guided note taking strategy supports student learning in the large lecture classes
- 30%: Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory
- 30%: An Open and Interactive Multimedia e-Learning Module for Graphing Kinematics
- 30%: A New Paradigm for Research-Based Assessment Development




