Materials Similar to Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core
- 66%: Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis
- 56%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
- 51%: Faculty Conceptions About the Teaching and Learning of Problem Solving in Introductory Calculus-Based Physics
- 50%: Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs
- 48%: Instructors’ Beliefs and Values about Learning Problem Solving
- 44%: Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs
- 42%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 41%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
- 41%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 40%: Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies
- 39%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 39%: Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices
- 39%: Understanding and Teaching Problem-Solving in Physics
- 36%: Teaching general learning and problem-solving skills
- 35%: An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process
- 35%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
- 33%: Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving
- 33%: Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction
