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Results #1-#10 of 29
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PER Literature
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M. Wittmann and M. Anderson, PERC 2009 Proceedings, 301-304.
As a follow-up to a study comparing learning of Newton’s Third Law when using three different forms of tutorial instruction, we have compared student learning of Newton’s Second Law…
  
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R. Rosenblatt, E. Sayre, and A. Heckler, PERC 2009 Proceedings, 245-248.
We have developed a multiple choice test designed to probe students’ conceptual understanding of the relationships among the directions of force, velocity, and acceleration. The test…
  
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A. Savinainen and J. Viiri, PERC 2003 Proceedings, 77-80.
This paper presents a method to evaluate students' representational coherence, i.e. their ability to use multiple representations and move between them in the case of Newton's first…
  
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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…
  
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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…
  
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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…
  
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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…
  
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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…
  
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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…
  
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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…
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Results #1-#10 of 29