Materials Similar to Implications of a framework for student reasoning in an interview
- 83%: A framework for student reasoning in an interview
- 53%: Displacement, velocity, and frames of reference: Students' understanding and some implications for teaching and assessment
- 51%: Students' reasoning across contexts
- 51%: The object coordination class applied to wave pulses: Analyzing student reasoning in wave physics
- 51%: Applying clustering to statistical analysis of student reasoning about two-dimensional kinematics
- 51%: Using psychometric tools as a window into students’ quantitative reasoning in introductory physics
- 51%: A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design
- 50%: "After I gave students their prior knowledge" Pre-service teachers' conceptions of student prior knowledge
- 50%: Student Understanding of Tunneling in Quantum Mechanics: Examining Interview and Survey Results for Clues to Student Reasoning
- 50%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 50%: Assessing student reasoning in upper-division electricity and magnetism at Oregon State University
- 49%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
- 49%: Examining the productiveness of student resources in a problem-solving interview
- 49%: Unsupervised quantitative methods to analyze student reasoning lines: Theoretical aspects and examples
- 47%: Depictive Gestures as Evidence for Dynamic Mental Imagery in Four Types of Student Reasoning
- 47%: Applying a mathematical sense-making framework to student work and its potential for curriculum design
- 47%: Why You Should Measure Your Students' Reasoning Ability
- 46%: Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts
- 46%: Analyzing high school students’ reasoning about polarization of light




