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Results #1-#10 of 100+
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1.
Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation
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T. Smith and M. Wittmann, Phys. Rev. ST Phys. Educ. Res.,
4
(2), 020101 (2008).
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation. Our goal is to propose a methodology that…
https://doi.org/10.1103/PhysRevSTPER.4.020101
2.
Intermediate Mechanics Tutorials: Vector Force Fields
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M. Wittmann and B. Ambrose -
Online Resource
This set of tutorials explores forces and potentials in three dimensions. Students develop the concepts of conservative forces and potentials. The mathematical tools of the gradient,…
http://faculty.gvsu.edu/ambroseb/research/IMT-VectorFields.html
3.
Time to completion reveals problem-solving transfer
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R. Warnakulasooriya and D. Pritchard, PERC 2004 Proceedings, 205-208.
Two equally skilled groups of students taking introductory mechanics solve related physics problem pairs in reverse order with respect to each other, using the web-based Socratic…
https://www.per-central.org/document/ServeFile.cfm?ID=9568&DocID=3459
4.
Sample Exams And Transfer In Introductory Mechanics
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C. Koleci, PERC 2004 Proceedings, 161-164.
Why do novices use examples so extensively, no matter which subject area? Examples are often helpful because they reveal how to get from problem descriptions to theoretical…
https://www.per-central.org/document/ServeFile.cfm?ID=9557&DocID=3450
5.
Transfer Between Paired Problems In An Interview
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K. Gray and N. Rebello, PERC 2004 Proceedings, 157-160.
This paper will cover a small portion of a larger study designed to address the issue of stability of knowledge in an interview and how it is influenced by transfer of learning. An…
https://www.per-central.org/document/ServeFile.cfm?ID=9556&DocID=3449
6.
Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion
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C. Sandifer, PERC 2004 Proceedings, 141-144.
This study investigated small-group discussions in an inquiry-based middle school science classroom. The purpose of the study was to determine the teacher and curriculum factors that…
https://www.per-central.org/document/ServeFile.cfm?ID=9553&DocID=2774
7.
Using the System Schema Representational Tool to Promote Student Understanding of Newton's Third Law
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B. Hinrichs, PERC 2004 Proceedings, 117-120.
The Modeling Instruction program at Arizona State University has developed a representational tool, called a system schema, to help students make a first level of abstraction of an…
https://www.per-central.org/document/ServeFile.cfm?ID=9546&DocID=3444
8.
Tracing Difficulties With Relativistically Invariant Mass To Difficulties With Vector Addition Of Momentum In Newtonian Contexts
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A. Boudreaux, PERC 2004 Proceedings, 35-38.
For effective transfer of knowledge, it is necessary to break the transfer of conceptual difficulties. In physics courses that include special relativity, students are expected to…
https://www.per-central.org/document/ServeFile.cfm?ID=9526&DocID=3467
9.
Comparing Three Methods for Teaching Newton’s Second Law
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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…
https://www.per-central.org/document/ServeFile.cfm?ID=9512&DocID=1385
10.
Cognition of an expert tackling an unfamiliar conceptual physics problem
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D. Schuster and A. Undreiu, PERC 2009 Proceedings, 265-268.
We have investigated and analyzed the cognition of an expert tackling a qualitative conceptual physics problem of an unfamiliar type. Our goal was to elucidate the detailed cognitive…
https://www.per-central.org/document/ServeFile.cfm?ID=9499&DocID=1376
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Results #1-#10 of 100+
