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Results #1-#10 of 100+
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1.
Elements of proximal formative assessment in learners' discourse about energy
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B. Harrer, R. Scherr, M. Wittmann, H. Close, and B. Frank, PERC 2011 Proceedings, 203-206.
Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom…
https://www.per-central.org/document/ServeFile.cfm?ID=11847&DocID=2698
2.
Do prescribed prompts prime sensemaking during group problem solving?
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M. Martinuk and J. Ives, PERC 2011 Proceedings, 267-270.
Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students. The…
https://www.per-central.org/document/ServeFile.cfm?ID=11864&DocID=2713
3.
Criteria for Creating and Categorizing Forms of Energy
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S. McKagan, R. Scherr, E. Close, and H. Close, PERC 2011 Proceedings, 279-282.
Traditional instruction on energy often presents forms of energy as a seemingly arbitrary list to be memorized, with little discussion of the meaning or purpose of these forms.…
https://www.per-central.org/document/ServeFile.cfm?ID=11867&DocID=2715
4.
Facilitating Faculty Conversations: Development of Consensus Learning Goals
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R. Pepper, S. Chasteen, S. Pollock, and K. Perkins, PERC 2011 Proceedings, 291-294.
Our upper-division course reform efforts at the University of Colorado start with expert input from non-PER faculty, and these conversations with faculty enrich and guide our course…
https://www.per-central.org/document/ServeFile.cfm?ID=11870&DocID=2718
5.
Communicating scientific ideas: One element of physics expertise
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I. Rodriguez, R. Goertzen, E. Brewe, and L. Kramer, PERC 2011 Proceedings, 319-322.
In this paper we present an alternative perspective to physics expertise research. Using Lave and Wenger's theoretical perspective of Legitimate Peripheral Participation [4] as a…
https://www.per-central.org/document/ServeFile.cfm?ID=11877&DocID=2724
6.
Effects of two different types of physics learning on the results of CLASS test
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M. Marušic and J. Sliško, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010107 (2012).
During a one-semester-long research project with high school students, we deployed and gauged efficiency of two different reform teaching methods: reading, presenting, and…
https://www.per-central.org/document/ServeFile.cfm?ID=11921&DocID=2882
7.
Preliminary investigation of instructor effects on gender gap in introductory physics
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K. Kreutzer and A. Boudreaux, Phys. Rev. ST Phys. Educ. Res.,
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(1), 010120 (2012).
Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and…
https://www.per-central.org/document/ServeFile.cfm?ID=12003&DocID=2830
8.
Foundations and Frontiers of Physics Education Research (FFPER) Conferences
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Publisher: University of Maine Physics Education Research Laboratory -
Online Resource
The Foundations and Frontiers of Physics Education Research is a biennial conference for active researchers in the field of physics education. This intensive week-long residential…
https://sites.google.com/site/ffperbarharbor/
9.
Foundations and Frontiers of Physics Education Research: Puget Sound (FFPERPS) Conferences
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Editors: S. McKagan, A. Boudreaux, K. Chowdary, and A. Robertson; Publisher: Western Washington University -
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The Foundations and Frontiers of Physics Education Research: Puget Sound (FFPERPS) is a regional conference designed to enhance regional communication and collaboration and to…
https://www.per-central.org/conferences/ffperps/2012/
10.
Standards-based grading with voice: Listening for students' understanding
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A. Rundquist, PERC 2011 Proceedings, 69-72.
Standards-based grading is gaining popularity at the high school level, including physics courses. The basic notion is to give your students a list of objectives upfront that they…
https://www.per-central.org/document/ServeFile.cfm?ID=11815&DocID=2665
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Results #1-#10 of 100+