Materials Similar to 'You Understand, but You Don't Believe It': Tracing the Stabilities and Instabilities of Interaction in a Physics Classroom Through a Multidimensional Framework
- 31%: Towards Understanding Classroom Culture: Students’ Perceptions of Tutorials
- 26%: Pathways to STEM: Understanding Identity of Adult Physicists through Narrative Analysis
- 25%: Understanding Teaching or Teaching for Understanding: Alternative Frameworks for Science Classrooms
- 25%: Students know what physicists believe, but they don’t agree: A study using the CLASS survey
- 24%: Effects on assessment caused by splits between belief and understanding
- 24%: Understanding, Communication Anxiety, and Gender in Physics: Taking the Fear Out of Physics Learning
- 23%: Understanding Student Preparation of Exam Note Sheets
- 23%: How personal effort, student interactions, and instructor support relate to physics student satisfaction
- 23%: Identity, Topical Interest, and Classroom Dynamics as Supports of Transformative Experiences
- 23%: Understanding the Nuance in Disciplinary Self-Efficacy
- 23%: Understanding connections between physics and racial identities through recognition and relational resources
- 23%: Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice
- 23%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 23%: Improving STEM self-efficacy with a scalable classroom intervention targeting growth mindset and success attribution
- 23%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
- 23%: Who does physics? Understanding the composition of physicists through the lens of women of color and LGBTQ+ women physicists
- 22%: Differentiation of energy concepts through speech and gesture in interaction
- 22%: Teaching assistant-student interactions in a modified SCALE-UP classroom
- 22%: Effectiveness of flipped classroom techniques in an advanced laboratory physics course




