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2017 PERC Proceedings

Conference Information

Dates: July 26-27, 2017
Location: Cincinnati, OH
Theme: Mathematization and Physics Education Research

Proceedings Information

Editors: Lin Ding, Adrienne Traxler, and Ying Cao
Published: March 1, 2018
Info: Single book; 493 pages; 8.5 X 11 inches, double column
ISBN: 978-1-931024-32-7
ISSN (Print): 1539-9028
ISSN (Online): 2377-2379

The theme of the 2017 PER conference was "Mathematization and Physics Education Research." This conference was an invitation for the PER community to engage in debate and discussion about mathematization research and how people conceptualize the meaning of mathematics in the context of physics. In addition to the papers addressing this year’s theme, the remainder of the papers represent the diversity of current research within PER and help this volume fulfill its purpose of providing an annual snapshot of the field.

Readership: Physics education researchers (faculty, post-doctoral students, and graduate/undergraduate students); researchers in fields close to Physics Education, such as cognitive science, chemistry education, biology education; physics faculty at undergraduate and graduate levels; high school physics teachers.

Table of Contents

Front Matter
Preface
Juried Papers (5)
Peer-reviewed Papers (115)
Back Matter

JURIED MANUSCRIPTS (5)

First Author Index

Conlin · Hoehn · Hu · Loverude · Wilcox

Juried Papers

The use of epistemic distancing to create a safe space to sensemake in introductory physics tutorials
Luke D. Conlin
2017 Physics Education Research Conference Proceedings, pp. 3-6, doi:10.1119/perc.2017.juried.001
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In active engagement physics classrooms, students get opportunities to make sense of physics together through discussion. They do not always take up these opportunities, in part because of the risk of sharing their ideas and having them rejected by their classmates or the instructors. In this case study, I analyze videotaped discourse of a tutorial group’s early discussions to investigate how students manage these risks in creating a safe space to sensemake. I find that the students rely on a discursive resource – epistemic distancing – to share their ideas while protecting themselves affectively if others disagree. Epistemic distancing includes hedging, joking, deferring, and other discourse moves used to soften one’s stance in conversation. I use video analysis to illustrate the effects of these moves on one tutorial group’s initial sensemaking discussions. I then discuss implications for instructors wishing to encourage sensemaking discussions in their physics classrooms.

L. D. Conlin, The use of epistemic distancing to create a safe space to sensemake in introductory physics tutorials, 2017 PERC Proceedings [Cincinnati, OH, July 26-27, 2017], edited by L. Ding, A. Traxler, and Y. Cao, doi:10.1119/perc.2017.juried.001.

Investigating and promoting epistemological sophistication in quantum physics
Jessica R. Hoehn and Noah D. Finkelstein
2017 Physics Education Research Conference Proceedings, pp. 7-10, doi:10.1119/perc.2017.juried.002
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While the physics community has made significant strides to go beyond traditional conceptual and content mastery by focusing on student epistemologies, examinations of domain-specific epistemology have been less common in physics. This paper examines how students think of physics’ connections to the real world in two different contexts: classical mechanics and quantum mechanics. We demonstrate domain-specific perspectives, show sophisticated reasoning by students (who hold different perspectives), and suggest that faculty perspective and instructional practices influence students’ views.

J. R. Hoehn and N. D. Finkelstein, Investigating and promoting epistemological sophistication in quantum physics, 2017 PERC Proceedings [Cincinnati, OH, July 26-27, 2017], edited by L. Ding, A. Traxler, and Y. Cao, doi:10.1119/perc.2017.juried.002.

Examining students' personal epistemology: the role of physics experiments and relation with theory
Dehui Hu and Benjamin M. Zwickl
2017 Physics Education Research Conference Proceedings, pp. 11-14, doi:10.1119/perc.2017.juried.003
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We investigated students' epistemological views of physics with a specific focus on physics laboratory work. The roles of experiments in physics have been underemphasized in previous epistemology research and there is a need for a broad view of epistemology that systematically incorporates experiments into discussions about the structure, methodology, and validity of scientific knowledge. An epistemological framework incorporating these features guided the development of an open-ended survey, which was administered to students in algebra-based and calculus-based introductory physics courses, an upper-division physics lab, as well as to physics Ph.D. students. We identified several differences in students' epistemological views of physics. Regarding the roles of experiments in physics courses, introductory students viewed experiments as supplemental tools for conceptual learning and problem solving, while higher-level students valued unique things experiments provide, including experiments as opportunities to emphasize the empirical nature of physics and the development of scientific and professional skills. Regarding views on the relationship between theory and experiment, introductory students heavily emphasized experiment testing theory. However, higher-level students recognized a holistic cyclical relationship: experiment inspires theory, theory guides experiment, experiment tests theory, and theory explains experiment.

D. Hu and B. M. Zwickl, Examining students' personal epistemology: the role of physics experiments and relation with theory, 2017 PERC Proceedings [Cincinnati, OH, July 26-27, 2017], edited by L. Ding, A. Traxler, and Y. Cao, doi:10.1119/perc.2017.juried.003.

Mathematization and the ‘Boas course’
Michael E. Loverude
2017 Physics Education Research Conference Proceedings, pp. 15-18, doi:10.1119/perc.2017.juried.004
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Research on the use of mathematics in physics has included empirical and theoretical studies. We consider the implications of these studies on the mathematical methods course offered by many physics departments, often referred to as the ‘Boas course’ after a common textbook. Surveys of students entering such a course suggest that for many students the math in introductory courses consisted primarily of plugging numbers in formulas and execution of algebraic or arithmetic procedures. Data suggests that despite experience with procedures, many students entering math methods do not make sense of mathematical ideas relevant to upper-division physics. As a result, students arrive ill-prepared for physicist math and sensemaking. Models of learning and learning transfer suggest strongly that students will not spontaneously develop these skills by performing procedural exercises. The math methods course presents an ideal opportunity to develop these skills by explicitly practicing them in physics contexts.

M. E. Loverude, Mathematization and the ‘Boas course’, 2017 PERC Proceedings [Cincinnati, OH, July 26-27, 2017], edited by L. Ding, A. Traxler, and Y. Cao, doi:10.1119/perc.2017.juried.004.

Impact of perceived grading practices on students' beliefs about experimental physics
Bethany R. Wilcox and H. J. Lewandowski
2017 Physics Education Research Conference Proceedings, pp. 19-22, doi:10.1119/perc.2017.juried.005
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Student learning in undergraduate physics laboratories has been a growing area of focus within the PER community. Lab courses have been called out as critical elements of the undergraduate curriculum, particularly with respect to improving students' attitudes and beliefs about experimental physics. Previous work within lab learning environments has focused on the effectiveness of curricular innovations or changes to pedagogy; however, one aspect of the learning environment that has not be investigated is the impact of grading practices on students' beliefs and practices. We explore the possible link between students' perceptions of what is valued and rewarded by course grades and their beliefs about the nature and importance of experimental physics as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). We find that there is a significant correlation between students' perceptions of the value of certain activities and their personal epistemologies with respect to those activities.

B. R. Wilcox and H. J. Lewandowski, Impact of perceived grading practices on students' beliefs about experimental physics, 2017 PERC Proceedings [Cincinnati, OH, July 26-27, 2017], edited by L. Ding, A. Traxler, and Y. Cao, doi:10.1119/perc.2017.juried.005.

PEER REVIEWED MANUSCRIPTS (115)

First Author Index

Agra · Ali · Alicea-Muñoz · Alzen · Ansell · Archibeque · Barniol · Bennett · Bertram · Boden · Brahmia · Burde · Callan · Campos · Caravez · Chen · Close · Cochran · Corpuz · Dancy · Davenport · Decker · Donnelly · Dounas-Frazer · Emigh · Engelman · Euler · Fischer · Founds · Gire · Good · Goodhew · Green · Gutmann · Hahn · Harper · Hawkins · Henderson · Hinrichs · Hull · Hyater-Adams · Irving · James · Jariwala · Jayasinghe · Kalender · Karim · Keil · Kelley · Klein · Knaub · Lamnina · Lau · Leak · Lenz · Lewandowski · Lindstrøm · Lock · Maries · Marshman · Matheson · Nair · Nissen · Nokes-Malach · Odden · Olmstead · Orban · Paul · Perkins · Phillips · Urueña · Piten · Pollard · Pomian · Porter · Quinn · Rainey · Robertson · Rodriguez · Rowatt · Ryan · Sammons · Santangelo · Schermerhorn · Schreffler · Scott · Sikorski · Singh · Smith · Tabachnick · Thoms · Tunstall · Turpen · Van Dusen · Vignal · Volkwyn · Von Korff · Wagner · Wan · Wang · Watson · Weliweriya · Williams · Wittmann · Wolf · Wood · Young · Yuksel · Zamarripa Roman · Zhang · Zich · Zu · Zwickl · Zwolak

Peer-reviewed Papers

The Role of Students’ Gender and Anxiety in Physics Performance
Elise Agra, Susan M. Fischer, and Sian L. Beilock
2017 Physics Education Research Conference Proceedings, pp. 24-27, doi:10.1119/perc.2017.pr.001
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The effects of a redesign on students’ attitudes and evaluations for an introductory calculus-based physics lab
Saif M. Ali and Brian D. Thoms
2017 Physics Education Research Conference Proceedings, pp. 28-31, doi:10.1119/perc.2017.pr.002
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Assessing a GTA professional development program
Emily Alicea-Muñoz, Joan Espar Masip, Carol Subiño Sullivan, and Michael F. Schatz
2017 Physics Education Research Conference Proceedings, pp. 32-35, doi:10.1119/perc.2017.pr.003
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The Learning Assistant model and DFW rates in introductory physics courses
Jessica L. Alzen, Laurie Langdon, and Valerie K. Otero
2017 Physics Education Research Conference Proceedings, pp. 36-39, doi:10.1119/perc.2017.pr.004
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Using lesson design to change student approaches to dorm-room design prelabs
Katherine Ansell and Mats Selen
2017 Physics Education Research Conference Proceedings, pp. 40-43, doi:10.1119/perc.2017.pr.005
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Quantitative measures of equity in small groups
Ben Archibeque, Florian Genz, Maxwell Franklin, Scott V. Franklin, and Eleanor C. Sayre
2017 Physics Education Research Conference Proceedings, pp. 44-47, doi:10.1119/perc.2017.pr.006
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Modifying the Thermodynamic Concept Survey: Preliminary results
Pablo Barniol and Genaro Zavala
2017 Physics Education Research Conference Proceedings, pp. 48-51, doi:10.1119/perc.2017.pr.007
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The Effect of Explicit Preparation in Pedagogical Modes for Informal Physics Educators
Michael B. Bennett, Kathleen A. Hinko, Brett Fiedler, and Noah D. Finkelstein
2017 Physics Education Research Conference Proceedings, pp. 52-55, doi:10.1119/perc.2017.pr.008
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The Effect of Students’ Learning Orientations on Performance in Problem Solving Pedagogical Implementations
Charles A. Bertram and Andrew J. Mason
2017 Physics Education Research Conference Proceedings, pp. 56-59, doi:10.1119/perc.2017.pr.009
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What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals
Kelly Boden, Eric Kuo, Timothy J. Nokes-Malach, Tanner LeBaron Wallace, and Muhsin Menekse
2017 Physics Education Research Conference Proceedings, pp. 60-63, doi:10.1119/perc.2017.pr.010
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Negative quantities in mechanics: a fine-grained math and physics conceptual blend?
Suzanne White Brahmia
2017 Physics Education Research Conference Proceedings, pp. 64-67, doi:10.1119/perc.2017.pr.011
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Concept and empirical evaluation of a new curriculum to teach electricity with a focus on voltage
Jan-Philipp Burde and Thomas Wilhelm
2017 Physics Education Research Conference Proceedings, pp. 68-71, doi:10.1119/perc.2017.pr.012
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Testing group composition within a studio learning environment
Kristine E. Callan, Bethany R. Wilcox, and Wendy K. Adams
2017 Physics Education Research Conference Proceedings, pp. 72-75, doi:10.1119/perc.2017.pr.013
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Exploring instructors’ interpretation of electric field lines
Esmeralda Campos and Genaro Zavala
2017 Physics Education Research Conference Proceedings, pp. 76-79, doi:10.1119/perc.2017.pr.014
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Longitudinal Associations between Learning Assistants and Instructor Effectiveness
Daniel Caravez, Angelica De La Torre, Jayson M. Nissen, and Ben Van Dusen
2017 Physics Education Research Conference Proceedings, pp. 80-83, doi:10.1119/perc.2017.pr.015
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Designing online learning modules to conduct pre- and post-testing at high frequency
Zhongzhou Chen, Geoffrey Garrido, Zachary Berry, Ian Turgeon, and Francisca Yonekura
2017 Physics Education Research Conference Proceedings, pp. 84-87, doi:10.1119/perc.2017.pr.016
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Characterization of time scale for detecting impacts of reforms in an undergraduate physics program
Eleanor W. Close, Jean-Michel Mailloux-Huberdeau, Hunter G. Close, and David Donnelly
2017 Physics Education Research Conference Proceedings, pp. 88-91, doi:10.1119/perc.2017.pr.017
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Identifying barriers to ethnic/racial minority students’ participation in graduate physics
Geraldine L. Cochran, Theodore Hodapp, and Erika E. Alexander Brown
2017 Physics Education Research Conference Proceedings, pp. 92-95, doi:10.1119/perc.2017.pr.018
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Inquiry-based activities and their effects on students’ ability to explain related problem scenarios
Edgar D. Corpuz, Ma. Aileen A. Corpuz, and Brenda Ramirez
2017 Physics Education Research Conference Proceedings, pp. 96-99, doi:10.1119/perc.2017.pr.019
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Participants' perceptions of the Faculty Online Learning Community (FOLC) experience
Melissa H. Dancy, Alexandra Lau, Joel C. Corbo, Charles R. Henderson, and Andy Rundquist
2017 Physics Education Research Conference Proceedings, pp. 100-103, doi:10.1119/perc.2017.pr.020
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Exploring the Underlying Factors in Learning Assistant - Faculty Partnerships
Felicia Davenport, Fidel Amezcua, Mel S. Sabella, and Andrea G. Van Duzor
2017 Physics Education Research Conference Proceedings, pp. 104-107, doi:10.1119/perc.2017.pr.021
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Teaching about Inequity: Shifts in Student Views about Diversity in Physics
Sierra R. Decker and Abigail R. Daane
2017 Physics Education Research Conference Proceedings, pp. 108-111, doi:10.1119/perc.2017.pr.022
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Comparison of normalized gain and Cohen’s d for Force Concept Inventory results in an introductory mechanics course
David Donnelly, Jean-Michel Mailloux-Huberdeau, Jayson M. Nissen, and Eleanor W. Close
2017 Physics Education Research Conference Proceedings, pp. 112-115, doi:10.1119/perc.2017.pr.023
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Instructor perspectives on iteration during upper-division optics lab activities
Dimitri R. Dounas-Frazer, Jacob T. Stanley, and H. J. Lewandowski
2017 Physics Education Research Conference Proceedings, pp. 116-119, doi:10.1119/perc.2017.pr.024
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Student Interpretations of Partial Derivatives
Paul J. Emigh and Corinne A. Manogue
2017 Physics Education Research Conference Proceedings, pp. 120-123, doi:10.1119/perc.2017.pr.025
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Changing Student Conceptions of Newton's Laws Using Interactive Video Vignettes
Jonathan Engelman and Kathleen M. Koenig
2017 Physics Education Research Conference Proceedings, pp. 124-127, doi:10.1119/perc.2017.pr.026
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Exploring how physics students use a sandbox software to move between the physical and the formal
Elias Euler and Bor Gregorcic
2017 Physics Education Research Conference Proceedings, pp. 128-131, doi:10.1119/perc.2017.pr.027
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A comparison of the impact of 3 forms of "hands-on" activities for learners with different scientific reasoning abilities
Susan M. Fischer, Elise Agra, and Sian L. Beilock
2017 Physics Education Research Conference Proceedings, pp. 132-135, doi:10.1119/perc.2017.pr.028
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Student responses to chain rule problems in thermodynamics
Ian W. Founds, Paul J. Emigh, and Corinne A. Manogue
2017 Physics Education Research Conference Proceedings, pp. 136-139, doi:10.1119/perc.2017.pr.029
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Multiple tools for visualizing equipotential surfaces: Optimizing for instructional goals
Elizabeth Gire, Aaron Wangberg, and Robyn Wangberg
2017 Physics Education Research Conference Proceedings, pp. 140-143, doi:10.1119/perc.2017.pr.030
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Graduate teaching assistants’ perceptions of a context-rich introductory physics problem
Melanie Good, Emily Marshman, Edit Yerushalmi, and Chandralekha Singh
2017 Physics Education Research Conference Proceedings, pp. 144-147, doi:10.1119/perc.2017.pr.031
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Student conceptual resources for understanding mechanical wave propagation
Lisa M. Goodhew, Amy D. Robertson, Paula R. L. Heron, and Rachel E. Scherr
2017 Physics Education Research Conference Proceedings, pp. 148-151, doi:10.1119/perc.2017.pr.032
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The use of ACER to develop and analyze student responses to expectation value problems
Chrystin Green and Gina Passante
2017 Physics Education Research Conference Proceedings, pp. 152-155, doi:10.1119/perc.2017.pr.033
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Mastery learning in the zone of proximal development
Brianne Gutmann, Gary Gladding, Morten Lundsgaard, and Timothy Stelzer
2017 Physics Education Research Conference Proceedings, pp. 156-159, doi:10.1119/perc.2017.pr.034
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Student sense-making on homework in a sophomore mechanics course
Kelby T. Hahn, Paul J. Emigh, MacKenzie Lenz, and Elizabeth Gire
2017 Physics Education Research Conference Proceedings, pp. 160-163, doi:10.1119/perc.2017.pr.035
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Representational Use on a Lab Question by Modeling Workshop Participants
Kathleen A. Harper, Ted M. Clark, Lin Ding, and Matthew A. Kennedy
2017 Physics Education Research Conference Proceedings, pp. 164-167, doi:10.1119/perc.2017.pr.036
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Examining Thematic Variation in a Phenomenographical Study on Computational Physics
Nathaniel Hawkins, Michael J. Obsniuk, Paul W. Irving, and Marcos D. Caballero
2017 Physics Education Research Conference Proceedings, pp. 168-171, doi:10.1119/perc.2017.pr.037
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Racial and ethnic bias in the Force Concept Inventory
Rachel Henderson and John Stewart
2017 Physics Education Research Conference Proceedings, pp. 172-175, doi:10.1119/perc.2017.pr.038
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Student Objections to and Understanding of Non-Cartesian Unit Vector Notation in Upper-Level E&M
Brant E. Hinrichs
2017 Physics Education Research Conference Proceedings, pp. 176-179, doi:10.1119/perc.2017.pr.039
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Towards quantification of the FCI’s validity: the effect of false positives
Michael M. Hull, Jun-Ichiro Yasuda, Masa-aki Taniguchi, and Naohiro Mae
2017 Physics Education Research Conference Proceedings, pp. 180-183, doi:10.1119/perc.2017.pr.040
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Applying a Racialized Physics Identity Framework for Black Women From Different Nationalities
Simone Hyater-Adams, Tamia Williams, Claudia Fracchiolla, Noah D. Finkelstein, and Kathleen A. Hinko
2017 Physics Education Research Conference Proceedings, pp. 184-187, doi:10.1119/perc.2017.pr.041
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Understanding the PICUP community of practice
Paul W. Irving and Marcos D. Caballero
2017 Physics Education Research Conference Proceedings, pp. 188-191, doi:10.1119/perc.2017.pr.042
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Exploring Learner Variability: Experiences of Students with Cognitive Disabilities in Postsecondary STEM
Westley James, Kamryn Lamons, Jillian Schreffler, Eleazar Vasquez III, and Jacquelyn J. Chini
2017 Physics Education Research Conference Proceedings, pp. 192-195, doi:10.1119/perc.2017.pr.043
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Participation rates of in-class vs. online administration of low-stakes research-based assessments
Manher Jariwala, Jayson M. Nissen, Xochith Herrera, Eleanor W. Close, and Ben Van Dusen
2017 Physics Education Research Conference Proceedings, pp. 196-199, doi:10.1119/perc.2017.pr.044
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Students’ understanding of continuous charge distributions
Tharindu Jayasinghe and Homeyra R. Sadaghiani
2017 Physics Education Research Conference Proceedings, pp. 200-203, doi:10.1119/perc.2017.pr.045
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Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
Z. Yasemin Kalender, Emily Marshman, Timothy J. Nokes-Malach, Christian D. Schunn, and Chandralekha Singh
2017 Physics Education Research Conference Proceedings, pp. 204-207, doi:10.1119/perc.2017.pr.046
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Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism
Nafis I. Karim, Alexandru Maries, and Chandralekha Singh
2017 Physics Education Research Conference Proceedings, pp. 208-211, doi:10.1119/perc.2017.pr.047
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Physics Instruction That Facilitates Learning Among Underrepresented Groups
Jennifer Keil, Nicole Schrode, and Rebecca Stober
2017 Physics Education Research Conference Proceedings, pp. 212-215, doi:10.1119/perc.2017.pr.048
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Text Mining Online Discussions in an Introductory Physics Course
Patrick Kelley, Andrew Gavrin, and Rebecca S. Lindell
2017 Physics Education Research Conference Proceedings, pp. 216-219, doi:10.1119/perc.2017.pr.049
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Analyzing student understanding of vector field plots with respect to divergence
Pascal Klein and Jochen Kuhn
2017 Physics Education Research Conference Proceedings, pp. 220-223, doi:10.1119/perc.2017.pr.050
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Do learning communities encourage potential STEM majors?
Alexis V. Knaub, Jenifer N. Saldanha, Clark R. Coffman, and Charles R. Henderson
2017 Physics Education Research Conference Proceedings, pp. 224-227, doi:10.1119/perc.2017.pr.051
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The Invention Coach: A computer-based environment that supports the transfer of STEM concepts
Marianna Lamnina, Helena Connolly, and Vincent Aleven
2017 Physics Education Research Conference Proceedings, pp. 228-231, doi:10.1119/perc.2017.pr.052
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An Analysis of Community Formation in Faculty Online Learning Communities
Alexandra Lau, Melissa H. Dancy, Joel C. Corbo, Charles R. Henderson, and Andy Rundquist
2017 Physics Education Research Conference Proceedings, pp. 232-235, doi:10.1119/perc.2017.pr.053
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Examining students’ perceptions of innovation and entrepreneurship in physics
Anna E. Leak, Christian Cammarota, Nathan Cawley, and Benjamin M. Zwickl
2017 Physics Education Research Conference Proceedings, pp. 236-239, doi:10.1119/perc.2017.pr.054
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Student perspective of and experience with sense-making: a case study
MacKenzie Lenz, Kelby T. Hahn, Paul J. Emigh, and Elizabeth Gire
2017 Physics Education Research Conference Proceedings, pp. 240-243, doi:10.1119/perc.2017.pr.055
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Student reasoning about measurement uncertainty in an introductory lab course
H. J. Lewandowski, Robert Hobbs, Jacob T. Stanley, Dimitri R. Dounas-Frazer, and Benjamin Pollard
2017 Physics Education Research Conference Proceedings, pp. 244-247, doi:10.1119/perc.2017.pr.056
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Pre-service teachers' experience with Khan Academy in introductory physics
Christine Lindstrøm and James Gray
2017 Physics Education Research Conference Proceedings, pp. 248-251, doi:10.1119/perc.2017.pr.057
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Examining the factors that impact group work effectiveness in studio physics
Robynne M. Lock, Melanie Schroers, and William G. Newton
2017 Physics Education Research Conference Proceedings, pp. 252-255, doi:10.1119/perc.2017.pr.058
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The impact of stereotype threat on gender gap in introductory physics
Alexandru Maries, Nafis I. Karim, and Chandralekha Singh
2017 Physics Education Research Conference Proceedings, pp. 256-259, doi:10.1119/perc.2017.pr.059
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Student difficulties with finding the corrections to the energy spectrum of the hydrogen atom for the strong and weak field Zeeman effects using degenerate perturbation theory
Emily Marshman, Christof Keebaugh, and Chandralekha Singh
2017 Physics Education Research Conference Proceedings, pp. 260-263, doi:10.1119/perc.2017.pr.060
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Guided and Unguided Student Reflections
Amanda Matheson, Laura A. Wood, Elizabeth Hane, and Scott V. Franklin
2017 Physics Education Research Conference Proceedings, pp. 264-267, doi:10.1119/perc.2017.pr.061
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Using disciplinary perspectives to refine conceptions of the “real world”
Abhilash Nair, Paul W. Irving, and Vashti Sawtelle
2017 Physics Education Research Conference Proceedings, pp. 268-271, doi:10.1119/perc.2017.pr.062
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Performance on In-Class vs. Online Administration of Concept Inventories
Jayson M. Nissen, Manher Jariwala, Xochith Herrera, Eleanor W. Close, and Ben Van Dusen
2017 Physics Education Research Conference Proceedings, pp. 272-275, doi:10.1119/perc.2017.pr.063
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Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence
Timothy J. Nokes-Malach, Emily Marshman, Z. Yasemin Kalender, Christian D. Schunn, and Chandralekha Singh
2017 Physics Education Research Conference Proceedings, pp. 276-279, doi:10.1119/perc.2017.pr.064
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"Charges are everywhere": A case of student sensemaking about electric current
Tor Ole B. Odden and Rosemary S. Russ
2017 Physics Education Research Conference Proceedings, pp. 280-283, doi:10.1119/perc.2017.pr.065
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Managing teams for instructional change: Understanding three types of diversity
Alice R. Olmstead, Charles R. Henderson, and Andrea Beach
2017 Physics Education Research Conference Proceedings, pp. 284-287, doi:10.1119/perc.2017.pr.066
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A novel approach for using programming exercises in electromagnetism coursework
C. Orban, C. D. Porter, N. K. Brecht, R. M. Teeling-Smith, and Kathleen A. Harper
2017 Physics Education Research Conference Proceedings, pp. 288-291, doi:10.1119/perc.2017.pr.067
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Equity of success in CLASP courses at UC Davis
Cassandra A. Paul, David J. Webb, Mary K. Chessey, and Wendell H. Potter
2017 Physics Education Research Conference Proceedings, pp. 292-295, doi:10.1119/perc.2017.pr.068
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Increasing the accessibility of PhET Simulations for students with disabilities: Progress, challenges, and potential
Katherine K. Perkins and Emily B. Moore
2017 Physics Education Research Conference Proceedings, pp. 296-299, doi:10.1119/perc.2017.pr.069
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Students' epistemological beliefs from two studies of calculus and physics
Anna McLean Phillips and Caroline J. Merighi
2017 Physics Education Research Conference Proceedings, pp. 300-303, doi:10.1119/perc.2017.pr.070
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Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design
Yuri B. Piedrahita Urueña, Carina M. Rebello, Chandan Dasgupta, Alejandra J. Magana, and N. Sanjay Rebello
2017 Physics Education Research Conference Proceedings, pp. 304-307, doi:10.1119/perc.2017.pr.071
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Evaluation of high school Cambodian students’ comprehension of the projectile trajectory using the model analysis technique
So Piten and Suttida Rakkapao
2017 Physics Education Research Conference Proceedings, pp. 308-311, doi:10.1119/perc.2017.pr.072
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Impact of an introductory lab course on students’ understanding of measurement uncertainty
Benjamin Pollard, Robert Hobbs, Jacob T. Stanley, Dimitri R. Dounas-Frazer, and H. J. Lewandowski
2017 Physics Education Research Conference Proceedings, pp. 312-315, doi:10.1119/perc.2017.pr.073
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Using Social Network Analysis on classroom video data
Katarzyna E. Pomian, Justyna P. Zwolak, Eleanor C. Sayre, Scott V. Franklin, and Mary Bridget Kustusch
2017 Physics Education Research Conference Proceedings, pp. 316-319, doi:10.1119/perc.2017.pr.074
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Prelecture Questions and Conceptual Testing in Undergraduate Condensed Matter Courses
C. D. Porter, Abigail M. Bogdan, and Andrew F. Heckler
2017 Physics Education Research Conference Proceedings, pp. 320-323, doi:10.1119/perc.2017.pr.075
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Interview Validation of the Physics Lab Inventory of Critical thinking (PLIC)
Katherine N. Quinn, Carl E. Wieman, and Natasha G. Holmes
2017 Physics Education Research Conference Proceedings, pp. 324-327, doi:10.1119/perc.2017.pr.076
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STEM Majors’ Perceptions of Racism and Sexism in STEM
Katherine Rainey, Melissa H. Dancy, Roslyn Mickelson, Elizabeth Stearns, and Stephanie Moller
2017 Physics Education Research Conference Proceedings, pp. 328-331, doi:10.1119/perc.2017.pr.077
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University Student Conceptual Resources for Understanding Forces
Amy D. Robertson, Lisa M. Goodhew, Rachel E. Scherr, and Paula R. L. Heron
2017 Physics Education Research Conference Proceedings, pp. 332-335, doi:10.1119/perc.2017.pr.078
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A study on the beliefs about the role of physics and physicists amongst introductory students
Miguel Rodriguez and Geoff Potvin
2017 Physics Education Research Conference Proceedings, pp. 336-339, doi:10.1119/perc.2017.pr.079
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Investigating peer and teaching assistant interactions of physics students working on computational coding
Zack Rowatt, Rebecca Rosenblatt, and Raymond Zich
2017 Physics Education Research Conference Proceedings, pp. 340-343, doi:10.1119/perc.2017.pr.080
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Investigate Students’ use of Boundary Conditions using Symbolic Forms
Qing X. Ryan, Thu Chau, Homeyra R. Sadaghiani, and Gina Passante
2017 Physics Education Research Conference Proceedings, pp. 344-347, doi:10.1119/perc.2017.pr.081
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Effect of supplementary videos on scientific reasoning in a general physics course
Amber Sammons, Jessica Tolmie, Rebecca Rosenblatt, and Raymond Zich
2017 Physics Education Research Conference Proceedings, pp. 348-351, doi:10.1119/perc.2017.pr.082
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Integration of mathematics and communication in physics-intensive workplaces
Brianna Santangelo, Nicholas T. Young, Anna E. Leak, Kelly Norris Martin, and Benjamin M. Zwickl
2017 Physics Education Research Conference Proceedings, pp. 352-355, doi:10.1119/perc.2017.pr.083
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Student determination of differential area elements in upper-division physics
Benjamin P. Schermerhorn and John R. Thompson
2017 Physics Education Research Conference Proceedings, pp. 356-359, doi:10.1119/perc.2017.pr.084
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Using Observations of Universal Design for Learning to Enhance Post-secondary STEM Teaching Practices
Jillian Schreffler, Eleazar Vasquez III, Westley James, and Jacquelyn J. Chini
2017 Physics Education Research Conference Proceedings, pp. 360-363, doi:10.1119/perc.2017.pr.085
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Exploring All I See: Interdisciplinary Affinity and Goal Orientations of Physics and Engineering Majors
Tyler D. Scott and Riley Harder
2017 Physics Education Research Conference Proceedings, pp. 364-367, doi:10.1119/perc.2017.pr.086
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Uptake of solution checks by undergraduate physics students
Tiffany-Rose Sikorski, Gary D. White, and Justin Landay
2017 Physics Education Research Conference Proceedings, pp. 368-371, doi:10.1119/perc.2017.pr.087
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Investigating student difficulties with fine structure corrections to the energy of the hydrogen atom using degenerate perturbation theory
Chandralekha Singh, Emily Marshman, and Christof Keebaugh
2017 Physics Education Research Conference Proceedings, pp. 372-375, doi:10.1119/perc.2017.pr.088
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A Controlled Study of Stereoscopic Virtual Reality in Freshman Electrostatics
J. R. Smith, A. Byrum, T. M. McCormick, Nicholas T. Young, C. Orban, and C. D. Porter
2017 Physics Education Research Conference Proceedings, pp. 376-379, doi:10.1119/perc.2017.pr.089
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Showing the dynamics of student thinking as measured by the FMCE
Trevor I. Smith, Kerry A. Gray, Kyle J. Louis, Bartholomew J. Ricci, and Nicholas J. Wright
2017 Physics Education Research Conference Proceedings, pp. 380-383, doi:10.1119/perc.2017.pr.090
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Middle School Physics Teachers' Content Knowledge of Acceleration
Elijah Tabachnick, Peter Colesworthy, and Michael C. Wittmann
2017 Physics Education Research Conference Proceedings, pp. 384-387, doi:10.1119/perc.2017.pr.091
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Introductory Physics Students Retention of Conceptual Understanding of Forces
Brian D. Thoms and Paul W. Beaty
2017 Physics Education Research Conference Proceedings, pp. 388-391, doi:10.1119/perc.2017.pr.092
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Understanding life science majors’ ideas about diffusion
Samuel Tunstall, Abhilash Nair, Kathleen A. Hinko, Paul W. Irving, and Vashti Sawtelle
2017 Physics Education Research Conference Proceedings, pp. 392-395, doi:10.1119/perc.2017.pr.093
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Investigating Physics Faculty’s Reasoning about Inequities in Undergraduate Physics Education
Chandra Turpen, Angela Little, and Vashti Sawtelle
2017 Physics Education Research Conference Proceedings, pp. 396-399, doi:10.1119/perc.2017.pr.094
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Systemic inequities in introductory physics courses: the impacts of learning assistants
Ben Van Dusen and Jayson M. Nissen
2017 Physics Education Research Conference Proceedings, pp. 400-403, doi:10.1119/perc.2017.pr.095
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Analogues in thermodynamics: the Partial Derivative Machine and Legendre transformations
Michael Vignal, Corinne A. Manogue, David J. Roundy, and Elizabeth Gire
2017 Physics Education Research Conference Proceedings, pp. 404-407, doi:10.1119/perc.2017.pr.096
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Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena
Trevor S. Volkwyn, John Airey, Bor Gregorcic, Filip Heijkensköld, and Cedric J. Linder
2017 Physics Education Research Conference Proceedings, pp. 408-411, doi:10.1119/perc.2017.pr.097
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Design strategies for research-based physics activities
Joshua S. Von Korff, Amin Bayat Barooni, Monica K. Cook, Brian Ferguson, and Kyle Simmons
2017 Physics Education Research Conference Proceedings, pp. 412-415, doi:10.1119/perc.2017.pr.098
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The Prevalence of Selected Buoyancy Alternate Conceptions at Two Colleges
Doris J. Wagner and Peter S. Shaffer
2017 Physics Education Research Conference Proceedings, pp. 416-419, doi:10.1119/perc.2017.pr.099
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Student understanding of the measurable effects of relative phases in superposition states
Tong Wan, Paul J. Emigh, and Peter S. Shaffer
2017 Physics Education Research Conference Proceedings, pp. 420-423, doi:10.1119/perc.2017.pr.100
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Comparing Students performance in QM between China and US
Jue Wang and Guangtian Zhu
2017 Physics Education Research Conference Proceedings, pp. 424-427, doi:10.1119/perc.2017.pr.101
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Quantum Mechanics Students' Understanding of Normalization
Kevin Lee Watson
2017 Physics Education Research Conference Proceedings, pp. 428-431, doi:10.1119/perc.2017.pr.102
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Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving
Nandana Weliweriya, Tra Huynh, and Eleanor C. Sayre
2017 Physics Education Research Conference Proceedings, pp. 432-435, doi:10.1119/perc.2017.pr.103
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Physics Major Engagement and Persistence: A Phenomenography Interview Study
Eric A. Williams, Justyna P. Zwolak, and Eric Brewe
2017 Physics Education Research Conference Proceedings, pp. 436-439, doi:10.1119/perc.2017.pr.104
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Using multiple survey questions about energy to uncover elements of middle school student reasoning
Michael C. Wittmann, Adam Z. Rogers, Carolina Alvarado, Joshua Medina, and Laura A. Millay
2017 Physics Education Research Conference Proceedings, pp. 440-443, doi:10.1119/perc.2017.pr.105
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Information flow in group exams
Steven F. Wolf, Timothy M. Sault, and Hunter G. Close
2017 Physics Education Research Conference Proceedings, pp. 444-447, doi:10.1119/perc.2017.pr.106
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Characterizing practices and resources for inclusive physics learning
Laura A. Wood and Amy D. Robertson
2017 Physics Education Research Conference Proceedings, pp. 448-451, doi:10.1119/perc.2017.pr.107
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Models of Math Use in Non-Academic Workplace Settings
Nicholas T. Young, Brianna Santangelo, Kelly Norris Martin, Anna E. Leak, and Benjamin M. Zwickl
2017 Physics Education Research Conference Proceedings, pp. 452-455, doi:10.1119/perc.2017.pr.108
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Model-based inquiry vs. Traditional computer simulation-based instruction: Which can better help students construct the quantum-mechanical model of an atom?
Tugba Yuksel, N. Sanjay Rebello, and Lynn Bryan
2017 Physics Education Research Conference Proceedings, pp. 456-459, doi:10.1119/perc.2017.pr.109
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Differences between the SCALE-UP model and instructors' perceptions of implementation
Brian Zamarripa Roman, Constance M. Doty, Matthew Wilcox, Noel Klinger, Jarrad W. T. Pond, Joshua S. Von Korff, and Jacquelyn J. Chini
2017 Physics Education Research Conference Proceedings, pp. 460-463, doi:10.1119/perc.2017.pr.110
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Student Mental Models about Conductors and Dielectrics
Jing Zhang and Lin Ding
2017 Physics Education Research Conference Proceedings, pp. 464-467, doi:10.1119/perc.2017.pr.111
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Using Eye Tracking to Differentiate Student Difficulties Reasoning with Data
Raymond Zich and Rebecca Rosenblatt
2017 Physics Education Research Conference Proceedings, pp. 468-471, doi:10.1119/perc.2017.pr.112
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Use of Eye-Tracking Technology to Investigate Cognitive Load Theory
Tianlong Zu, John Hutson, Lester C. Loschky, and N. Sanjay Rebello
2017 Physics Education Research Conference Proceedings, pp. 472-475, doi:10.1119/perc.2017.pr.113
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Characterizing analytical and computational mathematics use during PhD research
Benjamin M. Zwickl, Kingston Chen, Joshua Deslongchamps, Anna E. Leak, and Kelly Norris Martin
2017 Physics Education Research Conference Proceedings, pp. 476-479, doi:10.1119/perc.2017.pr.114
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Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice
Justyna P. Zwolak, Remy Dou, and Eric Brewe
2017 Physics Education Research Conference Proceedings, pp. 480-483, doi:10.1119/perc.2017.pr.115
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