Materials Similar to Student Perspectives on Using Clickers in Upper-division Physics Courses
- 64%: Investigating student ownership of projects in an upper-division physics lab course
- 63%: Using student-generated content to engage students in upper-division quantum mechanics
- 58%: Socratic Dialogs and Clicker use in an Upper-Division Mechanics Course
- 54%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 54%: Problem-based learning in upper division courses: Student successes, perceptions, and reactions
- 54%: The impact of peer interaction on the responses to clicker questions in an upper-level quantum mechanics course
- 52%: Student understanding of basic probability concepts in an upper-division thermal physics course
- 51%: Student understanding of unit vectors and coordinate systems beyond cartesian coordinates in upper division physics courses
- 47%: Examining the Effectiveness of Clickers on Promoting Learning by Tracking the Evolution of Student Responses
- 47%: Using a parachute course to retain students in introductory physics courses
- 46%: Characterizing and monitoring student discomfort in upper-division quantum mechanics
- 45%: Instructor perspectives on iteration during upper-division optics lab activities
- 44%: Student Epistemologies in Project-based Learning Courses
- 43%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
- 43%: Student Objections to and Understanding of Non-Cartesian Unit Vector Notation in Upper-Level E&M
- 43%: How social-media and web-accessible learning resources influence students’ experiences in a quantum physics course: A case study
- 42%: Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)
- 42%: Using Expectancy Violation To Investigate Student Dissatisfaction In Studio Physics
- 42%: Student experiences in traditional and active learning classrooms in introductory physics courses
