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Results #1-#10 of 38
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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
Curriculum
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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
Physical Review Physics Education Research
Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention 
  
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M. Kryjevskaia, M. Stetzer, B. Lindsey, A. McInerny, P. Heron, and A. Boudreaux, Phys. Rev. Phys. Educ. Res., 16 (2), 020140 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Research in physics education has contributed substantively to improvements in the…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020140
Physical Review Physics Education Research
Investigating the efficacy of attending to reflexive cognitive processes in the context of Newton’s second law 
  
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PER Literature
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J. Speirs, R. Leuteritz, T. Lê, R. Deng, and S. Ell, Phys. Rev. Phys. Educ. Res., 19 (1), 010108 (2023).
Even after research-based instruction, students who demonstrate the ability to assemble relevant conceptual knowledge on one physics question may have difficulty assembling that same…
https://doi.org/10.1103/PhysRevPhysEducRes.19.010108
The Physics Teacher
Impetus-Force-Like Drawings May Be Less Common Than You Think 
  
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A. Robertson, L. Goodhew, P. Heron, and R. Scherr, Phys. Teach., 60 (4), 254-257 (2022).
Perhaps the most commonly cited student idea about forces in the literature is the notion of an impetus force, defined as the “belief that there is a force inside a moving object…
https://doi.org/10.1119/5.0027858
Drawing on force ideas for kinematic reasoning in introductory physics 
  
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T. Huynh, A. Alesandrini, L. Bauman, O. Sorby, and A. Robertson, PERC 2023 Proceedings, 151-156.
In this paper, we identify some of the connections students make between force ideas and kinematics concepts, in their responses to kinematics questions. We coded 887 written…
https://www.per-central.org/document/ServeFile.cfm?ID=16575&DocID=5755
Toward helping students develop error detection skills 
  
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S. Ismael and M. Kryjevskaia, PERC 2023 Proceedings, 157-162.
Recent findings suggest that even those students who demonstrate relevant formal knowledge tend not to use it productively, especially on tasks that elicit intuitively appealing…
https://www.per-central.org/document/ServeFile.cfm?ID=16576&DocID=5756
Mapping students’ self-reported cognitive load, situational engagement, and attentional-cognitive states in an online multimedia learning module 
  
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N. Rebello, J. Munsell, P. Chandran, L. Loschky, Y. Huang, M. Hoai, and S. D’Mello, PERC 2024 Proceedings, 354-360.
This study investigated relationships between online learners' self-reported attentional and cognitive states, cognitive load, situational engagement, and learning gains from a…
https://www.per-central.org/document/ServeFile.cfm?ID=16922&DocID=5989
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
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Results #1-#10 of 38