Materials Similar to Instructors' Ideas about Problem Solving - Grading
- 79%: Instructors’ Ideas about Problem Solving – Setting Goals
- 77%: Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs
- 65%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 63%: Instructors’ Beliefs and Values about Learning Problem Solving
- 59%: Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs
- 59%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 59%: Beta-Test Data on an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading?
- 57%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
- 57%: Exploring Instructor Knowledge of Student Ideas with the Force Concept Inventory
- 56%: Faculty Conceptions About the Teaching and Learning of Problem Solving in Introductory Calculus-Based Physics
- 55%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
- 54%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
- 54%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
- 52%: An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process
- 51%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 49%: An Overview of Physics Education Research on Problem Solving
- 49%: Contextualizing problem-solving strategies in physics-intensive PhD research
- 48%: Assessment of teaching effectiveness: Lack of alignment between instructors, institutions, and research recommendations
- 48%: Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems
