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Results #1-#10 of 100+
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1.
Development of a Mechanics Reasoning Inventory
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A. Pawl, A. Barrantes, C. Cardamone, S. Rayyan, and D. Pritchard, PERC 2011 Proceedings, 287-290.
Strategic knowledge is required to appropriately organize procedures and concepts to solve problems. We are developing a standardized instrument assessing strategic knowledge in the…
https://www.per-central.org/document/ServeFile.cfm?ID=11869&DocID=2717
2.
Issues and Progress in Transforming a Middle-division Classical Mechanics/Math Methods Course
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S. Pollock, R. Pepper, and A. Marino, PERC 2011 Proceedings, 303-306.
The physics department at the University of Colorado, Boulder has recently begun the transformation of its Classical Mechanics/Math Methods course, a middle-division course taken…
https://www.per-central.org/document/ServeFile.cfm?ID=11872&DocID=2720
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Classical Mechanics/Math Methods I: Course Materials
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S. Pollock; Publishers: Science Education Initiative at the University of Colorado and University of Colorado at Boulder -
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This website provides the materials to teach a transformed sophomore-level classical mechanics/math methods course. The provided course is the first semester of a two-semester…
https://physicscourses.colorado.edu/EducationIssues/ClassicalMechanics/
4.
Open Source Tutorials in Physics with Teaching Assistant Development
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R. Scherr, A. Elby, and R. Goertzen -
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This web site provides a set of guided inquiry tutorials for thirteen topics regularly covered in introductory physics. These resources are designed for use in small group…
https://www.physport.org/curricula/MD_OST/
5.
Item response theory analysis of the mechanics baseline test
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C. Cardamone, J. Abbott, S. Rayyan, D. Seaton, A. Pawl, and D. Pritchard, PERC 2011 Proceedings, 135-138.
Item response theory is useful in both the development and evaluation of assessments and in computing standardized measures of student performance. In item response theory,…
https://www.per-central.org/document/ServeFile.cfm?ID=11831&DocID=2681
6.
Beta-Test Data on an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading?
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K. Cummings and J. Marx, PERC 2010 Proceedings, 113-116.
We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers…
https://www.per-central.org/document/ServeFile.cfm?ID=10403&DocID=1875
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Are All Wrong FCI Answers Equivalent?
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H. Dedic, S. Rosenfield, and N. Lasry, PERC 2010 Proceedings, 125-128.
The Force Concept Inventory (FCI) has been efficiently used to assess conceptual learning in mechanics. Each FCI question has one Newtonian answer and four wrong answers…
https://www.per-central.org/document/ServeFile.cfm?ID=10406&DocID=1878
8.
The Impact of the History of Physics on Student Attitude and Conceptual Understanding of Physics
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S. Garcia, A. Hankins, and H. Sadaghiani, PERC 2010 Proceedings, 141-144.
The purpose of this study is to investigate student learning of Newtonian Mechanics through the study of its history and the development of the relevant ideas since the time of…
https://www.per-central.org/document/ServeFile.cfm?ID=10422&DocID=1890
9.
Investigating the Perceived Difficulty of Introductory Physics Problems
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E. Gire and N. Rebello, PERC 2010 Proceedings, 149-152.
We present two studies investigating factors that correlate with students' and instructors' perceptions of problem difficulty. In the first study, introductory physics students and…
https://www.per-central.org/document/ServeFile.cfm?ID=10426&DocID=1892
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Influence of Learning Styles on Conceptual Learning of Physics
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T. Marin-Suarez and H. Alarcon, PERC 2010 Proceedings, 217-220.
Several studies have shown the influence of scientific reasoning on the conceptual learning of students in courses developed with methodologies that promote active learning. Given…
https://www.per-central.org/document/ServeFile.cfm?ID=10454&DocID=1913
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Results #1-#10 of 100+