Materials Similar to Does physics instruction foster university students' cognitive processes?: a descriptive study of teacher activities
- 40%: "After I gave students their prior knowledge" Pre-service teachers' conceptions of student prior knowledge
- 36%: A Study of the Nature of Students' Models of Microscopic Processes in the Context of Modern Physics Experiments
- 35%: A Longitudinal Study of Physics Students' Conceptions of Force in Pre-Service Training for High School Teachers
- 35%: A Study of Peer Instruction Methods with High School Physics Students
- 34%: A Cross-College Age Study of Science and Nonscience Students' Conceptions of Basic Astronomy Concepts in Preservice Training for High-School Teachers
- 33%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 32%: Student evaluation of computer-based instruction in a large university mechanics course
- 32%: The need for change in elementary school teacher training--A cross-college age study of future teachers' conceptions of basic astronomy concepts
- 32%: A cross-college age study about physics students' conceptions of force in pre-service training for high school teachers
- 32%: An Exploratory Qualitative Study of the Proximal Goal Setting of Two Introductory Modeling Instruction Physics Students
- 32%: A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students
- 32%: Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course
- 32%: Student-Centered Activities for Large Enrollment University Physics (SCALE-UP)
- 32%: Teacher-Researcher Professional Development: Case Study at Kansas State University
- 32%: Prospective elementary teachers’ perceptions of the processes of modeling: A case study
- 31%: A study of student perceptions of physics teacher behavior
- 31%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
- 30%: Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University