Materials Similar to Part I: Toward a system of educational engineering for traditional class elements: A case study in an introductory physics course
- 35%: Peer instruction: A case study for an introductory magnetism course
- 33%: Part II: A computationally based modeling system for class elements using formal observer-based experimental connections
- 30%: Development of instructional systems for teaching an electricity and magnetism course for engineers
- 29%: The development of a personalized-system-of-instruction introductory physics course for life-science students
- 28%: Personalized introductory courses: A longitudinal study
- 27%: Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University
- 27%: Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses
- 26%: The impact of epistemology on learning: A case study from introductory physics
- 26%: A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction
- 26%: Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
- 26%: Optimally engineering traditional introductory physics classes
- 25%: Assessing gender differences in response system questions for an introductory physics course
- 25%: Whole class vs. small group settings for using animations in physics: Case study comparisons
- 25%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 25%: Toward characterizing the demographics of introductory physics courses
- 25%: Student ideas about the moon and its phases and the impact of a real 3D model of the Sun/Earth/Moon system in an introductory astronomy laboratory course
- 25%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 25%: Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study
- 25%: Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses