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Results #1-#10 of 33
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1.
Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension
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R. Rosenblatt and A. Heckler, Phys. Rev. ST Phys. Educ. Res.,
7
(2), 020112 (2011).
We developed an instrument to systematically investigate student conceptual understanding of the relationships between the directions of net force, velocity, and acceleration in one…
https://www.per-central.org/document/ServeFile.cfm?ID=11930&DocID=2808
2.
A Coordination Class Analysis of College Students' Judgments about Animated Motion
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T. Thaden-Koch -
Thesis
The coordination class construct was invented by diSessa and Sherin to clarify what it means to learn and use scientific concepts. A coordination class is defined to consist of…
https://www.per-central.org/document/ServeFile.cfm?ID=11959&DocID=4452
3.
Representational task formats and problem solving strategies in kinematics and work
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B. Ibrahim and N. Rebello, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010126 (2012).
Previous studies have reported that students employed different problem solving approaches when presented with the same task structured with different representations. In this study,…
https://www.per-central.org/document/ServeFile.cfm?ID=12084&DocID=2973
4.
A research-based approach to improving student understanding of the vector nature of kinematical concepts
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P. Shaffer and L. McDermott, Am. J. Phys.,
73
(10), 921-931 (2005).
In this paper we describe a long-term, large-scale investigation of the ability of university students to treat velocity and acceleration as vectors in one and two dimensions. Some…
https://doi.org/10.1119/1.2000976
5.
Introductory labs on the vector nature of force and acceleration
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S. Kanim and K. Subero, Am. J. Phys.,
78
(5), 461-461 (2010).
We discuss the use of long-exposure digital photography in introductory mechanics laboratories. Students at New Mexico State University use inexpensive digital cameras to record the…
https://doi.org/10.1119/1.3373923
6.
Role of Multiple Representations in Physics Problem Solving
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A. Maries -
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This thesis explores the role of multiple representations in introductory physics students’ problem solving performance. Representations can help students focus on the conceptual…
https://www.per-central.org/document/ServeFile.cfm?ID=13052&DocID=3616
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Mathematical vs. Conceptual Understanding: Where Do We Draw The Line?
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H. Sadaghiani and N. Aguilera, PERC 2012 Proceedings, 358-361.
This research involved high school physics students and how they learn to understand Newton’s laws as they relate to falling bodies and projectile motion. Students in introductory,…
https://www.per-central.org/document/ServeFile.cfm?ID=12852&DocID=3384
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New ways of investigating the canonical coin toss acceleration problem
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M. Wittmann and J. Hawkins, PERC 2012 Proceedings, 422-425.
Asking students about the acceleration of a tossed object is a well-studied problem in physics education research. Students frequently respond using reasoning that describes the…
https://www.per-central.org/document/ServeFile.cfm?ID=12867&DocID=3399
9.
Evidence of epistemological framing in survey question misinterpretation
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P. Hutchison and A. Elby, PERC 2012 Proceedings, 194-197.
Physics students' views about what kinds of learning and knowledge-generating activities are expected in class, their epistemological framing, influences their reasoning and what…
https://www.per-central.org/document/ServeFile.cfm?ID=12810&DocID=3344
10.
Is it Disadvantageous to Teach Forces First in Mechanics?
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A. Pawl, PERC 2014 Proceedings, 203-206.
Interactions are the heart of the mechanics course and forces are the fundamental representation of interactions. This suggests that beginning the introductory mechanics course with…
https://www.per-central.org/document/ServeFile.cfm?ID=13483&DocID=4082
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Results #1-#10 of 33
