Materials Similar to Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students
- 63%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 58%: Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics
- 54%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
- 45%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
- 45%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 45%: Developing Thinking and Problem Solving Skills in Introductory Mechanics
- 45%: Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics
- 43%: Students do not overcome conceptual difficulties after solving 1000 traditional problems
- 43%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
- 42%: Students' Perceptions of Case-Reuse Based Problem Solving in Algebra-Based Physics
- 42%: 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
- 41%: A conceptual physics class where students found meaning in calculations
- 40%: Developing students' physics problem-solving skills
- 40%: Developing and validating a conceptual survey to assess introductory physics students' understanding of magnetism
- 39%: Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics
- 39%: Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of introductory physics students
- 38%: Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs
- 38%: Identifying Student Difficulty in Problem Solving Process via the Framework of the House Model (HM)
