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Results #1-#10 of 100+
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1.
Gender Differences in Physics 1: The Impact of a Self-Affirmation Intervention
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PER Literature
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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
2.
Articulating communities: Sociocultural perspectives on science education
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J. Lemke, J. Res. Sci. Teaching,
38
(3), 296–316 (2001).
This article discusses the meaning of a sociocultural perspective on science education: viewing science, science education, and research on science education as human social…
https://doi.org/10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-...
3.
Implications of Accumulating Data on Levels of Intellectual Development
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A. Arons and R. Karplus; Editors: T. Thaden-Koch and R. Fuller, PERC 1998 Proceedings, 159-160.
Arons and Karplus discuss how few students transition from concrete reasoning patterns to formal operations on Piagetian tasks. They infer that the educational system is not…
https://www.per-central.org/document/ServeFile.cfm?ID=11988&DocID=2797
4.
National Science Policy Study
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S. Hays; Editors: T. Thaden-Koch and R. Fuller, PERC 1998 Proceedings, 87-100.
In this PERC 1998 session, Sharon Hays discusses her work on formulating a policy with respect to science for the United States Congress.
https://www.per-central.org/document/ServeFile.cfm?ID=11994&DocID=2800
5.
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.,
8
(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
6.
Attitudes about science and conceptual physics learning in university introductory physics courses
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M. Milner-Bolotin, T. Antimirova, A. Noack, and A. Petrov, Phys. Rev. ST Phys. Educ. Res.,
7
(2), 020107 (2011).
This paper examines the results of the repeated administration of the Colorado Learning Attitudes about Science Survey (CLASS) in a large introductory physics course at a midsize,…
https://www.per-central.org/document/ServeFile.cfm?ID=11935&DocID=2848
7.
Sex differences in physics learning and evaluations in an introductory course
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J. Blue -
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The purpose of this study is to see if there are differences in the achievement and opinions of men and women in an introductory physics course. There has been much work done on…
https://www.per-central.org/document/ServeFile.cfm?ID=12324&DocID=3510
8.
Gender disparities in second-semester college physics: The incremental effects of a "smog of bias"
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L. Kost-Smith, S. Pollock, and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020112 (2010).
Our previous research examined gender differences in introductory physics classes at the University of Colorado at Boulder. We found: (1) gender differences in several aspects of the…
https://www.per-central.org/document/ServeFile.cfm?ID=10752&DocID=2205
9.
Gender bias in the force concept inventory?
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R. Dietz, R. Pearson, M. Semak, and C. Willis, PERC 2011 Proceedings, 171-174.
Could the well-established fact that males tend to score higher than females on the Force Concept Inventory (FCI) be due to gender bias in the questions? The eventual answer to the…
https://www.per-central.org/document/ServeFile.cfm?ID=11839&DocID=2690
10.
"Implicit action": Understanding discourse management in modeling instruction
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J. Durden, E. Brewe, and L. Kramer, PERC 2011 Proceedings, 187-190.
We present "Implicit Action", a discourse management tool, through a qualitative video analysis of a Florida International University Modeling Instruction Introductory Physics I…
https://www.per-central.org/document/ServeFile.cfm?ID=11843&DocID=2694
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Results #1-#10 of 100+