Materials Similar to "Force," ontology, and language
- 54%: The Importance of Language in Students' Reasoning About Heat in Thermodynamic Processes
- 52%: The Co-Evolution of Situated Language and Physics Knowing
- 52%: The Role of Language in Learning Physics
- 52%: Use of Scientific Language by University Physics Students Communicating to the Public
- 51%: Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning
- 49%: Representing energy. I. Representing a substance ontology for energy
- 49%: Design and Evaluation of a Natural Language Tutor for Force and Motion
- 48%: Changing the notation that represents a force changes how students say it
- 46%: Compartmentalization of Energy Concepts--Definitions, Ontologies, and Word Associations
- 39%: Quantitative and Qualitative Analysis of Student Textbook Summary Writing
- 39%: The Effect of Field Representation on Student Responses to Magnetic Force Questions
- 39%: Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning
- 39%: Students’ Views of Math and Physics Problems: Structure vs. Content
- 37%: Force concept inventory
- 37%: Learning to Communicate about Science in Everyday Language through Informal Science Education
- 37%: Exploring the role of conceptual scaffolding in solving synthesis problems
- 37%: Choosing the right solution approach: The crucial role of situational knowledge in electricity and magnetism
- 37%: Exploring Instructor Knowledge of Student Ideas with the Force Concept Inventory
- 37%: Nothing works the first time: An expert experimental physics epistemology
