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Results #1-#10 of 33
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University Modeling Instruction 
  
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Curriculum
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E. Brewe, V. Sawtelle, D. McPadden, and R. Goertzen - Online Resource
This website holds the Modeling Instruction curriculum developed by the Florida International University Physics Education Research Group. The website provides the materials required…
https://www.physport.org/methods/University_Modeling_Instruction
Leveraging virtual reality for student development of force models in the introductory lab 
  
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PER Literature
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J. Canright, J. Olsen, and S. Brahmia, PERC 2020 Proceedings, 75-80.
Providing students with opportunities to develop models in the introductory physics lab is made difficult by the dearth of physical phenomena that are both accessible to students at…
https://www.per-central.org/document/ServeFile.cfm?ID=15462&DocID=5310
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
Journal of Research in Science Teaching
Examining the development of scientific reasoning in ninth-grade physical science students 
  
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Curriculum / Research Instrument
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S. Westbrook and L. Rogers, J. Res. Sci. Teaching, 31 (1), 65-76 (2006).
This study-was designed to test the hypothesis that descriptive learning cycles are neither sufficient to stimulate students to reason at a formal operational level nor to encourage…
https://doi.org/10.1002/tea.3660310107
Gain in learning the force concept and change in attitudes toward Physics in students of the Tonala High School 
  
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J. Santana-Fajardo, CienciaUAT, 13 (1), 65 (2018).
From the perspective of competency-based education, in Mexico, to be part of the National High School System implies the adoption of strategies oriented toward and centered on the…
https://doi.org/10.29059/cienciauat.v13i1.974
University Student Conceptual Resources for Understanding Forces 
  
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A. Robertson, L. Goodhew, R. Scherr, and P. Heron, PERC 2017 Proceedings, 332-335.
We present preliminary results from our investigation of introductory physics students’ conceptual resources for understanding forces. We analyzed a total of 1057 student responses…
https://www.per-central.org/document/ServeFile.cfm?ID=14637&DocID=4814
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
Introductory Physics Students Retention of Conceptual Understanding of Forces 
  
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B. Thoms and P. Beaty, PERC 2017 Proceedings, 388-391.
A goal of introductory physics courses is to improve students’ conceptual understanding of forces and assist them to obtain a Newtonian framework on which they can build further…
https://www.per-central.org/document/ServeFile.cfm?ID=14652&DocID=4829
How accurate are physics students in evaluating changes in their understanding? 
  
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T. Claire, T. Tippett, and A. Boudreaux, PERC 2015 Proceedings, 87-90.
An assessment question involving Newton’s 2nd law was administered in a physics course for preservice elementary teachers before and again after instruction. The posttest included a…
https://www.per-central.org/document/ServeFile.cfm?ID=13838&DocID=4256
International Journal of Science Education
What changes in conceptual change? 
  
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A. diSessa and B. Sherin, Int. J. Sci. Educ., 20 (10), 1155-1191 (2006).
This paper has two aims. First, it reviews literature about conceptual change and about the study of concepts more broadly. The principal claim is that much prior work has suffered…
https://doi.org/10.1080/0950069980201002
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Results #1-#10 of 33