Materials Similar to Self-reflection, Epistemological Beliefs, and Conceptual Gains
- 59%: College physics students' epistemological self-reflection and its relationship to conceptual learning
- 43%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
- 42%: Students' epistemological beliefs from two studies of calculus and physics
- 41%: Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students
- 41%: Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?
- 41%: Three critical issues that shape and complicate STEM self-efficacy intervention research: Reflections and analysis from an interdisciplinary research team
- 40%: What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals
- 35%: The relationship between mathematics preparation and conceptual learning gains in physics: A possible "hidden variable" in diagnostic pretest scores
- 35%: Student Self-Assessment and Reflection in a Learner Controlled Environment
- 35%: Educational debts incurred by racism and sexism in students’ beliefs about physics
- 34%: Attitudes about science and conceptual physics learning in university introductory physics courses
- 34%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 33%: Epistemological beliefs in introductory physics
- 33%: A longitudinal study of the development of attitudes and beliefs towards physics
- 33%: How attitudes and beliefs about physics change from high school to faculty
- 33%: URSSA: Evaluating Student Gains from Undergraduate Research in the Sciences
- 33%: Large gender differences in physics self-efficacy at equal performance levels: A warning sign?
- 33%: Improving STEM self-efficacy with a scalable classroom intervention targeting growth mindset and success attribution
- 33%: A longitudinal exploration of students’ beliefs about experimental physics