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Results #1-#10 of 16
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1.
Addressing Student Difficulties with Buoyancy
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D. Wagner, S. Cohen, and A. Moyer, PERC 2009 Proceedings, 289-292.
This study is part of an ongoing effort to develop a diagnostic test assessing student understanding of fluids. In particular, this paper addresses a question involving density and…
http://www.per-central.org/document/ServeFile.cfm?ID=9507&DocID=1382
2.
Intermediate Mechanics Tutorials: Velocity-Dependent Forces
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M. Wittmann and B. Ambrose -
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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
3.
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…
http://dx.doi.org/10.1207/s15327809jls1402_1
4.
Developing relevant teaching strategies during in-service training
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A. Ambrosis, P. Mascheretti, and L. Borghi, Phys. Educ.,
38
(1), 41-46 (2003).
The research reported here focuses on links between teachers' comprehension of the underlying physics and their development of educational strategies for classroom work during…
http://dx.doi.org/10.1088/0031-9120/38/1/307
5.
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…
http://www.per-central.org/document/ServeFile.cfm?ID=14863&DocID=5010
6.
The Prevalence of Selected Buoyancy Alternate Conceptions at Two Colleges
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D. Wagner and P. Shaffer, PERC 2017 Proceedings, 416-419.
Review of prior studies, mostly at the K-12 level, along with long-answer responses and interviews given to undergraduates at Grove City College, have identified over 150 alternate…
http://www.per-central.org/document/ServeFile.cfm?ID=14658&DocID=4835
7.
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…
http://www.per-central.org/document/ServeFile.cfm?ID=14653&DocID=4830
8.
How to structure an unstructured activity: Generating physics rules from simulation or contrasting cases
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S. Salehi, M. Keil, E. Kuo, and C. Wieman, PERC 2015 Proceedings, 291-294.
Studies show that having students attempt to invent a scientific rule (“invention activity”) before receiving direct instruction benefits their learning. However, the design…
http://www.per-central.org/document/ServeFile.cfm?ID=13918&DocID=4336
9.
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…
http://www.per-central.org/document/ServeFile.cfm?ID=13907&DocID=4325
10.
Connecting the Dots: Links between Kinetic Theory and Bernoulli's Principle
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K. Misaiko and J. Vesenka, PERC 2013 Proceedings, 257-260.
Kinetic Theory and Bernoulli’s Principle are fundamental concepts life science students can use to explain a variety of important biological phenomena. Based on paired student…
http://www.per-central.org/document/ServeFile.cfm?ID=13177&DocID=3724
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Results #1-#10 of 16
