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Results #1-#10 of 100+
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1.
Categorical framework for mathematical sense making in physics
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J. Gifford and N. Finkelstein, Phys. Rev. Phys. Educ. Res.,
16
(2), 020121 (2020).
This paper presents a framework designed to help categorize various sense making moves, allowing for greater specificity in describing and understanding student reasoning and also in…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020121
2.
Students’ metarepresentational competence with matrix notation and Dirac notation in quantum mechanics
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M. Wawro, K. Watson, and W. Christensen, Phys. Rev. Phys. Educ. Res.,
16
(2), 020112 (2020).
This article shares analysis regarding quantum mechanics students’ metarepresentational competence (MRC) that is expressed as they engaged in solving an expectation value problem,…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020112
3.
Assessing mathematical sensemaking in physics through calculation-concept crossover
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E. Kuo, M. Hull, A. Elby, and A. Gupta, Phys. Rev. Phys. Educ. Res.,
16
(2), 020109 (2020).
Professional problem-solving practice in physics and engineering relies on mathematical sense making—reasoning that leverages coherence between formal mathematics and conceptual…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020109
4.
Seeking physical/mathematical coherence by recruiting and reconciling reasoning: A case study in E&M
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G. Ehrlich, K. Gifford, E. Kuo, and E. Bumbacher, PERC 2021 Proceedings, 111-116.
The entanglement between physical and mathematical reasoning can be exploited for problem solving, making physical/mathematical coherence seeking a desirable learning goal. Our…
https://www.per-central.org/document/ServeFile.cfm?ID=15734&DocID=5468
5.
Seeking coherence and switching reasoning after forgetting an equation
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K. Gifford, G. Ehrlich, E. Bumbacher, and E. Kuo, PERC 2021 Proceedings, 154-159.
Selection and application of an appropriate equation is a key step in instructional problem-solving strategies. But what if one cannot exactly recall the relevant equation? We are…
https://www.per-central.org/document/ServeFile.cfm?ID=15741&DocID=5475
6.
Investigating causal inference difficulties with a simple, qualitative force-and-motion problem
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S. Jaramillo, E. Kuo, B. Rottman, and T. Nokes-Malach, PERC 2021 Proceedings, 197-202.
Understanding the nature of causality is a key component of conceptual understanding in science. The hypothesis of this study is that certain types of causal inference are more…
https://www.per-central.org/document/ServeFile.cfm?ID=15752&DocID=5484
7.
Supporting student construction of alternative lines of reasoning
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M. Mays, M. Stetzer, and B. Lindsey, PERC 2021 Proceedings, 277-282.
An emerging body of research suggests that, even after research-based instruction, poor student performance on certain physics tasks may stem primarily from domain-general reasoning…
https://www.per-central.org/document/ServeFile.cfm?ID=15764&DocID=5496
8.
Why and how teachers use nature of science in teaching quantum physics: Research on the use of an ecological teaching intervention in upper secondary schools
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H. Stadermann and M. Goedhart, Phys. Rev. Phys. Educ. Res.,
17
(2), 020132 (2021).
Students at upper secondary and college level in many countries are introduced to quantum physics (QP) in a mostly mathless course. Research shows that addressing epistemological and…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020132
9.
Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges
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M. Rodriguez and G. Potvin, Phys. Rev. Phys. Educ. Res.,
17
(2), 020131 (2021).
Student-centered learning has been shown to be more effective than traditional instructional methods, but deeper investigation is necessary to identify how specific classroom…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020131
10.
Physics Inventory of Quantitative Literacy: A tool for assessing mathematical reasoning in introductory physics
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S. Brahmia, A. Olsho, T. Smith, A. Boudreaux, P. Eaton, and C. Zimmerman, Phys. Rev. Phys. Educ. Res.,
17
(2), 020129 (2021).
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020129
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Results #1-#10 of 100+