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Results #1-#10 of 100+
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1.
Fluctuations in Student Understanding of Newton’s 3rd Law
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J. Clark, E. Sayre, and S. Franklin, PERC 2010 Proceedings, 101-104.
We present data from a between-student study on student response to questions on Newton’s Third Law given throughout the academic year. The study, conducted at Rochester Institute of…
https://www.per-central.org/document/ServeFile.cfm?ID=10399&DocID=1871
2.
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
4.
Assessing Students' Attitudes In A College Physics Course In Mexico
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J. de la Garza and H. Alarcon, PERC 2010 Proceedings, 129-132.
Considering the benefits of modeling instruction in improving conceptual learning while students work more like scientists, an implementation was made in an introductory Physics…
https://www.per-central.org/document/ServeFile.cfm?ID=10407&DocID=1880
5.
Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems
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L. Ding, N. Reay, A. Heckler, and L. Bao, PERC 2010 Proceedings, 133-136.
Students commonly have difficulty with “synthesis problems”, which require a combination of typically two concepts that are taught separately in different chapters and/or at…
https://www.per-central.org/document/ServeFile.cfm?ID=10408&DocID=1881
6.
A Conceptual Approach to Physics Problem Solving
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J. Docktor, N. Strand, J. Mestre, and B. Ross, PERC 2010 Proceedings, 137-140.
Students in introductory physics courses treat problem solving as an exercise in manipulating equations, symbols, and quantities with the goal of obtaining the correct answer.…
https://www.per-central.org/document/ServeFile.cfm?ID=10421&DocID=1889
7.
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
8.
Writing Position Vectors in 3-d Space: A Student Difficulty With Spherical Unit Vectors in Intermediate E&M
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B. Hinrichs, PERC 2010 Proceedings, 173-176.
An intermediate E&M course (i.e. based on Griffiths [1]) involves the extensive integration of vector calculus concepts and notation with abstract physics concepts like field and…
https://www.per-central.org/document/ServeFile.cfm?ID=10444&DocID=1901
9.
Direct and Indirect Approaches to Increasing Conceptual Survey Gains
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P. Kohl, C. Pearl, and V. Kuo, PERC 2010 Proceedings, 193-196.
Conceptual surveys like the FCI and CSEM are common, and course reforms often have the goal of improving student gains on these surveys. There exist various approaches to improving…
https://www.per-central.org/document/ServeFile.cfm?ID=10448&DocID=1907
10.
Gender Differences in Physics 1: The Impact of a Self-Affirmation Intervention
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L. Kost-Smith, S. Pollock, N. Finkelstein, G. Cohen, T. Ito, and A. Miyake, PERC 2010 Proceedings, 197-200.
Prior work at CU-Boulder has shown that a gender gap (difference in male and female performance) exists in both the pre- and post-course conceptual surveys, despite the use of…
https://www.per-central.org/document/ServeFile.cfm?ID=10449&DocID=1908
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Results #1-#10 of 100+