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Results #1-#10 of 100+
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1.
Changing Participation Through Formation of Student Learning Communities
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E. Brewe, L. Kramer, and G. O'Brien, PERC 2010 Proceedings, 85-88.
Differences in learning gains between interactive engagement and lecture instructional practices have been well documented and yet the ways in which students participate in each of…
https://www.per-central.org/document/ServeFile.cfm?ID=10393&DocID=1864
2.
Effects of a Prior Virtual Experience on Students’ Interpretations of Real Data
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J. Chini, A. Carmichael, E. Gire, N. Rebello, and S. Puntambekar, PERC 2010 Proceedings, 97-100.
Our previous work has shown that experimentation with virtual manipulatives supports students’ conceptual learning about simple machines differently than experimentation with…
https://www.per-central.org/document/ServeFile.cfm?ID=10395&DocID=1866
3.
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
4.
Energy in Action: The Construction of Physics Ideas in Multiple Modes
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E. Close, H. Close, S. McKagan, and R. Scherr, PERC 2010 Proceedings, 105-108.
In a course organized around the development of diverse representations, no single mode of expression offers a complete picture of participants’ understanding of the nature of…
https://www.per-central.org/document/ServeFile.cfm?ID=10400&DocID=1872
5.
The Use of a Web-Based Classroom Interaction System in Introductory Physics Classes
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E. Corpuz and R. Rosalez, PERC 2010 Proceedings, 109-112.
A web-based interaction system was used in algebra-based and calculus-based physics classes to enhance students' classroom interaction. The interactive teaching approach primarily…
https://www.per-central.org/document/ServeFile.cfm?ID=10401&DocID=1873
6.
Pedagogical content knowledge and preparation of high school physics teachers
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E. Etkina, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020110 (2010).
This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of…
https://www.per-central.org/document/ServeFile.cfm?ID=10402&DocID=1874
7.
Why Do Faculty Try Research Based Instructional Strategies?
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M. Dancy, C. Turpen, and C. Henderson, PERC 2010 Proceedings, 117-120.
As part of a larger ongoing study of physics faculty, we report on analysis of 15 interviews with Peer Instruction (PI) users. The analyses presented here address the following two…
https://www.per-central.org/document/ServeFile.cfm?ID=10404&DocID=1876
8.
TA Beliefs in a SCALE-UP Style Classroom
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G. DeBeck, S. Settelmeyer, S. Li, and D. Demaree, PERC 2010 Proceedings, 121-124.
In Spring 2010, the Oregon State University physics department instituted a SCALE-UP (Student-Centered Active Learning Environment for Undergraduate Programs) style studio classroom…
https://www.per-central.org/document/ServeFile.cfm?ID=10405&DocID=1877
9.
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
10.
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
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Results #1-#10 of 100+