Materials Similar to Student goals and expectations in a large-enrollment physical science class
- 49%: Initial Interest, Goals, and Changes in CLASS Scores in Introductory Physics for Life Sciences
- 47%: The influence of active learning practices on student anxiety in large-enrollment college science classrooms
- 46%: Development and evaluation of large-enrollment, active-learning physical science curriculum
- 46%: Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
- 43%: Helping Students Connect Science Coursework to the "Real World"
- 43%: Assessing student engagement with teamwork in an online, large-enrollment course-based undergraduate research experience in physics
- 42%: Improving Student Learning and Views of Physics in a Large Enrollment Introductory Physics Class
- 40%: Causal modeling of secondary science students' intentions to enroll in physics
- 40%: Students’ views about experimental physics in a large-enrollment introductory lab focused on experimental scientific practices
- 40%: Comparison of student expectations in introductory calculus-based physics courses
- 40%: The Ways University Physics Students Conceive of the Nature of Science
- 40%: What Factors Really Influence Shifts in Students' Attitudes and Expectations in an Introductory Physics Course?
- 40%: Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics
- 40%: Students' Expectations, Types of Instruction, and Instructor Strategies Predicting Student Response to Active Learning
- 40%: Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations
- 39%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 39%: The Development and Measurement of Identity across the Physical Sciences
- 39%: A comparison of students' written explanations and CLASS responses
- 39%: Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice
