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Results #1-#10 of 100+
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1.
Einstein’s Redundant Triumph “Quantum Physics”: An extensive Study of Teaching /Learning Quantum Mechanics in College
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PER Literature
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B. Akarsu, Lat. Am. J. Phys. Educ.,
4
(2), 273-285 (2010).
Quantum physics is considered one of the most remarkable discoveries of contemporary physics within the past century, paving the way for technological inventions such as the laser,…
https://dialnet.unirioja.es/servlet/articulo?codigo=3696189
2.
Techno-Social Change Agents: Fostering Activist Dispositions Among Girls of Color
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100
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K. Scott and P. Garcia, Meridians,
15
(1), 65-85 (2017).
Discourse about girls and women of color in technology has followed the familiar path of using a single-unit analysis to explain disparity. Consequently, approaches to “motivate”…
https://doi.org/10.2979/meridians.15.1.05
3.
Investigative Science Learning Environment: When learning physics mirrors doing physics
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E. Etkina, D. Brookes, and G. Planinsic -
Book
The goal of this book is to introduce the reader to a new philosophy of teaching and learning physics—Investigative Science Learning Environment (ISLE). ISLE is an example of an…
https://doi.org/10.1088/2053-2571/ab3ebd
4.
Students’ difficulties with solving bound and scattering state problems in quantum mechanics
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PER Literature
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T. Tu, C. Li, J. Xu, and G. Guo, Phys. Rev. Phys. Educ. Res.,
17
(2), 020142 (2021).
In quantum mechanics courses, students are often asked to solve bound and scattering state problems. The use of an ordinary differential equation is a standard technique to solve…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020142
5.
Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy
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T. Haskell, E. Borda, and A. Boudreaux, Phys. Rev. Phys. Educ. Res.,
18
(1), 010108 (2022).
The structure of many science programs at the college level assumes that students are able to draw on and integrate ideas from multiple disciplinary contexts. However, most…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010108
6.
Assessing the impact of metacognitive postreflection exercises on problem-solving skillfulness
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A. Reinhard, A. Felleson, P. Turner, and M. Green, Phys. Rev. Phys. Educ. Res.,
18
(1), 010109 (2022).
This study examines the impact of metacognitive reflections on recently-completed work as a way to improve the retention of newly learned problem-solving techniques. Students video…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010109
7.
Investigating unprompted and prompted diagrams generated by physics majors during problem solving
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M. Vignal and B. Wilcox, Phys. Rev. Phys. Educ. Res.,
18
(1), 010104 (2022).
Diagrams are ubiquitous in physics, especially in physics education and physics problem solving. Physics problem solvers may generate diagrams to orient to a scenario, to organize…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010104
8.
The Effectiveness of “Pencasts” in Physics Courses
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N. Weliweriya, E. Sayre, and D. Zollman, Phys. Teach.,
56
(3), 161-164 (2018).
Pencasts are videos of problem solving with narration by the problem solver. Pedagogically, students can create pencasts to illustrate their own problem solving to the instructor or…
https://doi.org/10.1119/1.5025294
9.
Learning of content knowledge and development of scientific reasoning ability: A cross culture comparison
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L. Bao, K. Fang, T. Cai, J. Wang, L. Yang, L. Cui, J. Han, L. Ding, and Y. Luo, Am. J. Phys.,
77
(12), 1118-1123 (2009).
This paper reports the results of our study of the connections between students’ learning of physics content knowledge and the development of general scientific reasoning abilities.…
https://doi.org/10.1119/1.2976334
10.
Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability
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V. Coletta and J. Phillips, Am. J. Phys.,
73
(11), 1172-1182 (2005).
This paper examines normalized gains and preinstruction scores on the force concept inventory (FCI) for students in interactive engagement courses in introductory mechanics at four…
https://doi.org/10.1119/1.2117109
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Results #1-#10 of 100+