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Results #1-#10 of 31
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Latin American Journal of Physics Education
A tutorial-type activity to overcome learning difficulties in understanding graphics in kinematics 
  
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S. Tejeda-Torres and H. Alarcon, Lat. Am. J. Phys. Educ., 6 (Suppl. I), 285-289 (2012).
Understanding graphics in kinematics is one of the basic skills expected from engineering and science students. However, after administering the Test of Understanding Graphs in…
http://dx.doi.org/10.13140/RG.2.1.4143.0889
Physical Review Physics Education Research
Harnessing active engagement in educational videos: Enhanced visuals and embedded questions 
  
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G. Kestin and K. Miller, Phys. Rev. Phys. Educ. Res., 18 (1), 010148 (2022).
The prevalence of online instruction highlights the importance of videos in education. Pedagogies that include elements that actively engage students are accepted as an improvement…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010148
Physical Review Physics Education Research
Test of understanding graphs in kinematics: Item objectives confirmed by clustering eye movement transitions 
  
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P. Klein, S. Becker, S. Kuchemann, and J. Kuhn, Phys. Rev. Phys. Educ. Res., 17 (1), 013102 (2021).
The test of understanding graphs in kinematics (TUG-K) has widely been used to assess students’ understanding of this subject. The TUG-K poses different objectives to the test takers…
https://doi.org/10.1103/PhysRevPhysEducRes.17.013102
Physical Review Physics Education Research
Gaze patterns enhance response prediction: More than correct or incorrect 
  
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S. Becker, S. Kuchemann, P. Klein, A. Lichtenberger, and J. Kuhn, Phys. Rev. Phys. Educ. Res., 18 (2), 020107 (2022).
Eye tracking enables the reconstruction of eye movements and thus the analysis of visual information selection and integration processes during problem solving. In this way,…
https://doi.org/10.1103/PhysRevPhysEducRes.18.020107
Physical Review Physics Education Research
Inhibitory control involvement in overcoming the position-velocity indiscrimination misconception among college physics majors 
  
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J. Lin, Y. Xing, Y. Hu, J. Zhang, L. Bao, K. Luo, K. Yu, and Y. Xiao, Phys. Rev. Phys. Educ. Res., 19 (1), 010112 (2023).
Students hold a variety of initial (mis)conceptions that are inconsistent with scientific knowledge and hinder their physics learning. The initial (mis)conceptions could coexist with…
https://doi.org/10.1103/PhysRevPhysEducRes.19.010112
Physical Review Physics Education Research
Modifying the test of understanding graphs in kinematics 
  
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G. Zavala, S. Tejeda-Torres, P. Barniol, and R. Beichner, Phys. Rev. Phys. Educ. Res., 13 (2), 020111 (2017).
In this article, we present several modifications to the Test of Understanding Graphs in Kinematics. The most significant changes are (i) the addition and removal of items to achieve…
https://doi.org/10.1103/PhysRevPhysEducRes.13.020111
Negative quantities in mechanics: a fine-grained math and physics conceptual blend? 
  
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S. Brahmia, PERC 2017 Proceedings, 64-67.
Physics experts move fluidly between varied meanings of the negative sign associated with physical quantities. Although researching student understanding of negative numbers is…
https://www.per-central.org/document/ServeFile.cfm?ID=14570&DocID=4747
Mastery learning in the zone of proximal development 
  
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B. Gutmann, G. Gladding, M. Lundsgaard, and T. Stelzer, PERC 2017 Proceedings, 156-159.
Mastery-style online homework is used at the University of Illinois at Urbana-Champaign in a freshmen preparatory physics course. Its implementation revealed that some content is…
https://www.per-central.org/document/ServeFile.cfm?ID=14594&DocID=4771
Middle School Physics Teachers' Content Knowledge of Acceleration 
  
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E. Tabachnick, P. Colesworthy, and M. Wittmann, PERC 2017 Proceedings, 384-387.
In the “speed model” of accelerated motion, the terms “speeding up” and “slowing down” are equated with positive and negative acceleration, respectively. As part of the Maine…
https://www.per-central.org/document/ServeFile.cfm?ID=14651&DocID=4828
A Multi-faceted Approach to Measuring Student Understanding 
  
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I. Griffin, K. Louis, R. Moyer, N. Wright, and T. Smith, PERC 2016 Proceedings, 132-135.
Data from the FMCE suggest that there may be inconsistencies in students' understanding of forces when various types of motion are presented. These inconsistencies are highly evident…
https://www.per-central.org/document/ServeFile.cfm?ID=14260&DocID=4614
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Results #1-#10 of 31