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Results #1-#10 of 88
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1.
The construction of different classroom norms during Peer Instruction: Students perceive differences
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C. Turpen and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020123 (2010).
This paper summarizes variations in instructors’ implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom…
https://doi.org/10.1103/PhysRevSTPER.6.020123
2.
Turn to Your Neighbor: The Official Peer Instruction Blog
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Editor: J. Schell; Publisher: J. Schell -
Online Resource
This blog contains articles about Peer Instruction and related student-centered learning approaches written by researchers, developers, and users of these methods. The articles are…
https://peerinstruction.wordpress.com/
3.
Complex Interactions between Formative Assessment, Technology, and Classroom Practices
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E. Price, PERC 2011 Proceedings, 59-62.
Interactive engagement (IE) methods provide instructors with evidence of student thinking that can guide instructional decisions across a range of timescales: facilitating an…
https://www.per-central.org/document/ServeFile.cfm?ID=11812&DocID=2662
4.
Designing a physics learning environment: A holistic approach
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D. Brookes and Y. Lin, PERC 2011 Proceedings, 131-134.
Physics students enter our classroom with significant learning experiences and learning goals that are just as important as their prior knowledge. Consequently, they have…
https://www.per-central.org/document/ServeFile.cfm?ID=11830&DocID=2680
5.
The use of PDAs as classroom interaction system: Instructors' perspective
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E. Corpuz, M. Corpuz, and M. Moriarty, PERC 2011 Proceedings, 155-158.
We have been implementing a web-based interaction system in which students use personal digital assistants (PDAs) to interact with their instructor in their physics/physical science…
https://www.per-central.org/document/ServeFile.cfm?ID=11834&DocID=2684
6.
Teaching assistant-student interactions in a modified SCALE-UP classroom
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G. DeBeck and D. Demaree, PERC 2011 Proceedings, 167-170.
In the spring term of 2010, Oregon State University (OSU) began using a SCALE-UP style classroom in the instruction of the introductory calculus-based physics series. Instruction in…
https://www.per-central.org/document/ServeFile.cfm?ID=11838&DocID=2689
7.
Diversity of Faculty Practice in Workshop Classrooms
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S. Franklin and T. Chapman, PERC 2012 Proceedings, 130-133.
We present a temporally fine-grained characterization of faculty practice in workshop-style introductory physics courses. Practice is binned in five minute intervals and coded…
https://www.per-central.org/document/ServeFile.cfm?ID=12791&DocID=3326
8.
Cultural toolkits in the urban physics learning community
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M. Sabella and A. Van Duzor, PERC 2012 Proceedings, 34-37.
Chicago State University has been involved in curriculum development, teacher preparation, and education research that targets urban physics learners on the south-side of Chicago.…
https://www.per-central.org/document/ServeFile.cfm?ID=12932&DocID=3524
9.
Instructional changes based on cogenerative physics reform
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N. Samuels, E. Brewe, and L. Kramer, PERC 2012 Proceedings, 38-41.
We describe changes in a physics teacher's pedagogy and cultural awareness that resulted from her students' involvement in reforming their classroom. For this case study, we examined…
https://www.per-central.org/document/ServeFile.cfm?ID=12933&DocID=3525
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The Effects of Student Input on Homework Completion and Student Performance
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A. Grimes and V. Otero, PERC 2013 Proceedings, 19-22.
Research has shown that student input and autonomy are positively correlated to motivation and agency. This study investigates the effect of student input on classroom procedures on…
https://www.per-central.org/document/ServeFile.cfm?ID=13075&DocID=3620
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Results #1-#10 of 88
