Materials Similar to Millikan lecture 1996: Promoting active learning based on physics education research in introductory physics courses
- 42%: Oersted Medal Lecture 2001: "Physics Education Research-The Key to Student Learning"
- 39%: Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics
- 37%: Preliminary Results of Gender Equity Variations in a Large Active-Learning Introductory Physics Course Due to Laboratory Activity Instructions
- 37%: Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering
- 37%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 36%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
- 36%: How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
- 33%: Millikan Lecture 1999: The workplace, student minds, and physics learning systems
- 33%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 32%: Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices
- 32%: Implications of research on learning for the education of prospective science and physics teachers
- 32%: What can physics teachers learn from research in physics education?
- 32%: Promoting and Studying Deep-Level Discourse During Large-Lecture Introductory Physics
- 31%: Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses
- 31%: Team-based learning in physics courses
- 31%: Using interactive lecture demonstrations to create an active learning environment
- 30%: Comparing the Effectiveness of Research-based Curricula for Teaching Introductory Mechanics
- 30%: Preparing Students to Learn from Lecture: Creating a “Time for Telling” (Learning About Teaching Physics podcast)
- 30%: Theoretically Framing a Complex Phenomenon: Student Success in Large Enrollment Active Learning Courses




