Materials Similar to Understanding and Encouraging Effective Collaboration in Introductory Physics Courses
- 47%: Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors
- 46%: Is Conceptual Understanding Compromised By A Problem- Solving Emphasis In An Introductory Physics Course?
- 46%: Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course
- 44%: Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses
- 43%: A Case Study: Novel Group Interactions through Introductory Computational Physics
- 42%: Using the Resources of the Student at the Urban, Comprehensive University to Develop an Effective Instructional Environment
- 39%: Initial understanding of vector concepts among students in introductory physics courses
- 39%: Understanding How Students Use Physical Ideas in Introductory Biology Courses
- 39%: What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course
- 39%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
- 39%: Difficulties Understanding the Explicative Model of Simple DC Circuits in Introductory Physics Courses
- 39%: Student Understanding of Period in Introductory and Quantum Physics Courses
- 39%: Impact of an introductory lab course on students’ understanding of measurement uncertainty
- 38%: Impact of a conventional introductory laboratory course on the understanding of measurement
- 37%: Peer instruction: A case study for an introductory magnetism course
- 37%: The impact of social integration on student persistence in introductory Modeling Instruction courses
- 37%: Using a parachute course to retain students in introductory physics courses
- 35%: The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
- 35%: The use of epistemic distancing to create a safe space to sensemake in introductory physics tutorials
