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Results #1-#10 of 100+
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Developing Thinking and Problem Solving Skills in Introductory Mechanics 
  
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V. Coletta and J. Phillips, PERC 2010 Proceedings, 13-16.
We report on the Thinking in Physics (TIP) project, which helps students develop basic skills necessary for learning physics. We describe methods used to improve students’ thinking…
https://www.per-central.org/document/ServeFile.cfm?ID=10369&DocID=1845
nTIPERs: Tasks to Help Students “Unpack” Aspects of Newtonian Mechanics 
  
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D. Maloney, C. Hieggelke, and S. Kanim, PERC 2010 Proceedings, 33-36.
nTIPERs (Newtonian Tasks Inspired by Physics Education Research), are tasks intended to strengthen students’ conceptual understanding of topics in introductory mechanics. These tasks…
https://www.per-central.org/document/ServeFile.cfm?ID=10377&DocID=1850
Beta-Test Data on an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading? 
  
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K. Cummings and J. Marx, PERC 2010 Proceedings, 113-116.
We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers…
https://www.per-central.org/document/ServeFile.cfm?ID=10403&DocID=1875
Are All Wrong FCI Answers Equivalent? 
  
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H. Dedic, S. Rosenfield, and N. Lasry, PERC 2010 Proceedings, 125-128.
The Force Concept Inventory (FCI) has been efficiently used to assess conceptual learning in mechanics. Each FCI question has one Newtonian answer and four wrong answers…
https://www.per-central.org/document/ServeFile.cfm?ID=10406&DocID=1878
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
Investigating the Perceived Difficulty of Introductory Physics Problems 
  
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E. Gire and N. Rebello, PERC 2010 Proceedings, 149-152.
We present two studies investigating factors that correlate with students' and instructors' perceptions of problem difficulty. In the first study, introductory physics students and…
https://www.per-central.org/document/ServeFile.cfm?ID=10426&DocID=1892
Influence of Learning Styles on Conceptual Learning of Physics 
  
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T. Marin-Suarez and H. Alarcon, PERC 2010 Proceedings, 217-220.
Several studies have shown the influence of scientific reasoning on the conceptual learning of students in courses developed with methodologies that promote active learning. Given…
https://www.per-central.org/document/ServeFile.cfm?ID=10454&DocID=1913
Facilitating Strategies for Solving Work-Energy Problems in Graphical and Equational Representations 
  
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D. Nguyen, E. Gire, and N. Rebello, PERC 2010 Proceedings, 241-244.
Our previous research has suggested that the major difficulty students have when solving physics problems posed in graphical and equational representations is due to students’…
https://www.per-central.org/document/ServeFile.cfm?ID=10463&DocID=1923
Comparing the Effectiveness of Research-based Curricula for Teaching Introductory Mechanics 
  
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This study examines the effects of implementing various research-based forms of curricula for teaching introductory physics course at the College of DuPage in Glen Ellyn, IL and the…
https://www.per-central.org/document/ServeFile.cfm?ID=10736&DocID=2194
Design of a Synthesizing Lecture on Mechanics Concepts 
  
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N. Strand, J. Docktor, G. Gladding, J. Mestre, and B. Ross, PERC 2010 Proceedings, 313-316.
Within the context of traditional physics problem solving instruction, major concepts are mentioned but often marginalized by the focus on equation manipulation, resulting in…
https://www.per-central.org/document/ServeFile.cfm?ID=10488&DocID=1943
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Results #1-#10 of 100+