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Results #1-#10 of 100+
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1.
Using Analogy to Solve a Three-Step Physics Problem
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S. Lin and C. Singh, PERC 2010 Proceedings, 29-32.
In a companion paper, we discuss students’ ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different…
https://www.per-central.org/document/ServeFile.cfm?ID=10376&DocID=1849
2.
Introducing students to the culture of physics: Explicating elements of the hidden curriculum
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E. Redish, PERC 2010 Proceedings, 49-52.
When we teach physics to prospective scientists and engineers we are teaching more than the "facts" of physics – more, even, than the methods and concepts of physics. We are…
https://www.per-central.org/document/ServeFile.cfm?ID=10382&DocID=1854
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What We Learned by Moving Beyond Content Knowledge and Diversifying Our Research Agenda
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M. Sabella, PERC 2010 Proceedings, 53-56.
The Physics Program at Chicago State University has been investigating student learning for the past eight years in an effort to construct an effective instructional environment for…
https://www.per-central.org/document/ServeFile.cfm?ID=10385&DocID=1857
4.
Scientific Reasoning for Pre-service Elementary Teachers
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H. Sadaghiani, PERC 2010 Proceedings, 57-60.
The objectives of K-12 teacher education science courses often focus on conceptual learning and improving students overall attitude towards science. It is often assumed that with the…
https://www.per-central.org/document/ServeFile.cfm?ID=10386&DocID=1858
5.
Documenting and Interpreting Ways to Engage Students in ‘Thinking Like a Physicist’
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E. van Zee and C. Manogue, PERC 2010 Proceedings, 61-64.
The Paradigms in Physics Program at Oregon State University has adapted a variety of interactive pedagogies to engage students in ‘thinking like a physicist.’ Video recordings of…
https://www.per-central.org/document/ServeFile.cfm?ID=10387&DocID=1859
6.
Vector Addition: Effect of the Context and Position of the Vectors
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P. Barniol and G. Zavala, PERC 2010 Proceedings, 73-76.
In this article we investigate the effect of: 1) the context, and 2) the position of the vectors, on 2D vector addition tasks. We administered a test to 512 students completing…
https://www.per-central.org/document/ServeFile.cfm?ID=10388&DocID=1860
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
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Electric Field Concept: Effect of the Context and the Type of Questions
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A. Garza and G. Zavala, PERC 2010 Proceedings, 145-148.
We administered several open-ended questions to students after electrostatics is covered in an electricity and magnetism class at a private Mexican university. In the first part, the…
https://www.per-central.org/document/ServeFile.cfm?ID=10424&DocID=1891
9.
Students’ Responses to Different Representations of a Vector Addition Question
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J. Hawkins, J. Thompson, M. Wittmann, E. Sayre, and B. Frank, PERC 2010 Proceedings, 165-168.
We investigate if the visual representation of vectors can affect which methods students use to add them. We gave students one of four questions with different graphical…
https://www.per-central.org/document/ServeFile.cfm?ID=10442&DocID=1899
10.
How Does Visual Attention Differ Between Experts and Novices on Physics Problems?
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A. Carmichael, A. Larson, E. Gire, L. Loschky, and N. Rebello, PERC 2010 Proceedings, 93-96.
Research in many disciplines has used eye-tracking technology to investigate the differences in the visual attention of experts and novices. For example, it has been shown that…
https://www.per-central.org/document/ServeFile.cfm?ID=10394&DocID=1865
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Results #1-#10 of 100+