Materials Similar to Design And Non-design Labs: Does Transfer Occur?
- 60%: Design labs: Students' expectations and reality
- 59%: Designing a lab course from the perspective of flow theory
- 56%: Using introductory labs to engage students in experimental design
- 50%: Transforming the advanced lab: Part I - Learning goals
- 49%: Spending Time on Design: Does It Hurt Physics Learning?
- 46%: Acting like a physicist: Student approach study to experimental design
- 46%: Impact of the FIU PhysTEC Reform of Introductory Physics Labs
- 46%: Assessing ISLE Labs as an Enhancement to Traditional Large-Lecture Courses at the Ohio State University
- 46%: Assessment of vertical transfer in problem solving: Mapping the problem design space
- 46%: Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics
- 45%: The effects of a concept-construction lab course on FCI performance
- 45%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
- 45%: Using custom interactive video prelab activities in a large introductory lab course
- 44%: Research as a Guide for Curriculum Development: An Example from Introductory Electricity. Part II: Design of Instructional Strategies
- 44%: Using Students' Design Tasks to Develop Scientific Abilities
- 44%: Who does what now? How physics lab instruction impacts student behaviors
- 44%: Confirming what we know: Understanding questionable research practices in intro physics labs
- 43%: Measuring the impact of introductory physics labs on learning and critical thinking
- 43%: Student attitudes in a new hybrid design-based introductory physics laboratory
