Materials Similar to Sample Exams And Transfer In Introductory Mechanics
- 56%: Developing Thinking and Problem Solving Skills in Introductory Mechanics
- 55%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 55%: Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics
- 51%: Exploring the relationship between exam performance and student participation/engagement in introductory mechanics
- 45%: Time to completion reveals problem-solving transfer
- 44%: Introducing Ill-Structured Problems in Introductory Physics Recitations
- 44%: Design of a Synthesizing Lecture on Mechanics Concepts
- 43%: Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students
- 43%: Investigating the Perceived Difficulty of Introductory Physics Problems
- 41%: An Exploratory Qualitative Study of the Proximal Goal Setting of Two Introductory Modeling Instruction Physics Students
- 40%: The implications of a robust curriculum in introductory mechanics
- 39%: Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
- 39%: Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine
- 39%: Reflection and Self-Monitoring in Quantum Mechanics
- 39%: Self-Diagnosis, Scaffolding and Transfer in a More Conventional Introductory Physics Problem
- 39%: Interactive-engagement methods in introductory mechanics courses
- 38%: Evaluating multiple-choice exams in large introductory physics courses
- 38%: Improved Student Performance in Electricity and Magnetism Following Prior MAPS Instruction in Mechanics
- 38%: Comparing the Effectiveness of Research-based Curricula for Teaching Introductory Mechanics
