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Results #1-#10 of 100+
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1.
Grades, grade component weighting, and demographic disparities in introductory physics
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PER Literature
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A. Simmons and A. Heckler, Phys. Rev. Phys. Educ. Res.,
16
(2), 020125 (2020).
Two set of studies were conducted to better understand grades and grading practices in physics courses, and how these might influence demographic representational disparities in…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020125
2.
Development of a multiple-choice problem-solving categorization test for assessment of student knowledge structure
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PER Literature
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Q. Chen, G. Zhu, Q. Liu, J. Han, Z. Fu, and L. Bao, Phys. Rev. Phys. Educ. Res.,
16
(2), 020120 (2020).
Problem-solving categorization tasks have been well studied and used as an effective tool for assessment of student knowledge structure. In this study, a traditional free-response…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020120
3.
Views from students and professors in a nonmajor introductory physics course: What is interdisciplinarity?
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PER Literature
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I. Descamps, T. Moore, and B. Pollard, Phys. Rev. Phys. Educ. Res.,
16
(2), 020118 (2020).
We present an investigation into the interdisciplinary role of physics in a physics-for-nonphysicists course at Pomona College. This work is guided by prior research into…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020118
4.
Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories
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PER Literature
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D. Rosen and A. Kelly, Phys. Rev. Phys. Educ. Res.,
16
(2), 020116 (2020).
Undergraduate physics laboratory course structures have been identified in policy reports for novel design innovations to meet the needs of a diverse and growing student population.…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020116
5.
Physics teacher isolation, contextual characteristics, and student performance
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R. Krakehl, A. Kelly, K. Sheppard, and M. Palermo, Phys. Rev. Phys. Educ. Res.,
16
(2), 020117 (2020).
Physics, as a foundational science, has particular importance in predicting the postsecondary success of students who major in science, technology, engineering, and mathematics. This…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020117
6.
Relative impacts of different grade scales on student success in introductory physics
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D. Webb, C. Paul, and M. Chessey, Phys. Rev. Phys. Educ. Res.,
16
(2), 020114 (2020).
In deciding on a student’s grade in a class, an instructor generally needs to combine many individual grading judgments into one overall judgment. Two relatively common numerical…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020114
7.
Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges
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M. Rodriguez and G. Potvin, Phys. Rev. Phys. Educ. Res.,
17
(2), 020131 (2021).
Student-centered learning has been shown to be more effective than traditional instructional methods, but deeper investigation is necessary to identify how specific classroom…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020131
8.
The Perceived Value of College Physics Textbooks: Students and Instructors May Not See Eye to Eye
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N. Podolefsky and N. Finkelstein, Phys. Teach.,
44
(6), 338-342 (2006).
Physics instructors generally tell their students to read the textbook assignments before coming to lecture. While the textbook is a part of nearly every physics course, it is not…
https://doi.org/10.1119/1.2336132
9.
Identifying a preinstruction to postinstruction factor model for the Force Concept Inventory within a multitrait item response theory framework
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P. Eaton and S. Willoughby, Phys. Rev. Phys. Educ. Res.,
16
(1), 010106 (2020).
As targeted, single-conception curriculum research becomes more prevalent in physics education research (PER), the need for a more sophisticated statistical understanding of the…
https://doi.org/10.1103/PhysRevPhysEducRes.16.010106
10.
Force Concept Inventory: More than just conceptual understanding
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S. Stoen, M. McDaniel, R. Frey, M. Hynes, and M. Cahill, Phys. Rev. Phys. Educ. Res.,
16
(1), 010105 (2020).
The Force Concept Inventory (FCI) can serve as a summative assessment of students’ conceptual knowledge at the end of introductory physics, but previous work has suggested that the…
https://doi.org/10.1103/PhysRevPhysEducRes.16.010105
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Results #1-#10 of 100+
