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Results #1-#10 of 10
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Physical Review Physics Education Research
Student reasoning in hydrodynamics: Bernoulli’s principle versus the continuity equation 
  
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C. Schäfle and C. Kautz, Phys. Rev. Phys. Educ. Res., 17 (1), 010147 (2021).
This article focuses on an investigation of student thinking about steady-state pipe flow of an incompressible fluid. About 250 undergraduate engineering students were given a test…
https://doi.org/10.1103/PhysRevPhysEducRes.17.010147
Physical Review Physics Education Research
Using sequential synthesis problems to investigate novice teachers’ conceptions of hydrodynamics 
  
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Z. Jia, L. Ding, and P. Zhang, Phys. Rev. Phys. Educ. Res., 17 (1), 010142 (2021).
This article discusses a sequential synthesis problem to investigate novice teachers’ conceptual difficulties in hydrodynamics. Twenty-one new secondary level physics teachers from…
https://doi.org/10.1103/PhysRevPhysEducRes.17.010142
Understanding life science majors’ ideas about diffusion 
  
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S. Tunstall, A. Nair, K. Hinko, P. Irving, and V. Sawtelle, PERC 2017 Proceedings, 392-395.
Diffusion and osmosis are central concepts in biology that explain mechanisms of passive transport. While biology education research has documented significant student struggles with…
https://www.per-central.org/document/ServeFile.cfm?ID=14653&DocID=4830
Investigating complementary computational and empirical activities for students learning diffusion 
  
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D. Weller, K. Hinko, and V. Sawtelle, PERC 2018 Proceedings.
There has been a push in physics education to incorporate computation into the classroom in a meaningful way; however, there is still much to learn about how combining computational…
https://www.per-central.org/document/ServeFile.cfm?ID=14863&DocID=5010
A Kinesthetic Circulatory System Model for Teaching Fluid Dynamics 
  
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E. Whitmore, D. Grimm, B. Moser, R. Lindell, and J. Vesenka, PERC 2015 Proceedings, 359-362.
Students often leave Introductory Physics for Life Science (ILPS) courses without a solid understanding of fluid dynamics, which is necessary for them to be successful in their…
https://www.per-central.org/document/ServeFile.cfm?ID=13907&DocID=4325
Teaching Fluids to IPLS Students from a Microscopic Viewpoint 
  
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D. Meredith and D. Young, PERC 2013 Proceedings, 373-376.
For introductory life science students, fluid dynamics is a topic of great relevance, yet difficult to understand conceptually. This pilot study focuses on implementing and assessing…
https://www.per-central.org/document/ServeFile.cfm?ID=13156&DocID=3703
Generating Explanations for an Emergent Process: The Movement of Sand Dunes 
  
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L. Barth-Cohen, PERC 2010 Proceedings, 77-80.
The movement of sand dunes in the desert is an emergent process; the overall movement of a dune is influenced both by the random interactions among individual sand particles and by…
https://www.per-central.org/document/ServeFile.cfm?ID=10389&DocID=1861
Understanding How Students Use Physical Ideas in Introductory Biology Courses 
  
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J. Watkins, K. Hall, E. Redish, and T. Cooke, PERC 2010 Proceedings, 333-336.
The University of Maryland (UMD) Biology Education and Physics Education Research Groups are investigating students’ views on the role of physics in introductory biology courses.…
https://www.per-central.org/document/ServeFile.cfm?ID=10497&DocID=1953
Intermediate Mechanics Tutorials: Velocity-Dependent Forces 
  
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M. Wittmann and B. Ambrose - Online Resource
This set of tutorial materials covers the topic of velocity dependent forces. Students examine qualitatively and quantitatively the motion of objects being acted upon by a velocity…
http://faculty.gvsu.edu/ambroseb/research/IMT-VelDepForces.html
Journal of the Learning Sciences
Commonsense conceptions of emergent processes: Why some misconceptions are robust 
  
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M. Chi, J. Learn. Sci., 14 (2), 161-199 (2005).
This article offers a plausible domain-general explanation for why some concepts of processes are resistant to instructional remediation although other, apparently similar concepts…
https://doi.org/10.1207/s15327809jls1402_1