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Results #1-#10 of 46
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1.
The Wave Concepts Inventory - An Assessment Tool for Courses in Electromagnetic Engineering
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PER Literature
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R. Roedel, S. El-Ghazaly, T. Reed-Rhoads, and E. El-Sharawy -
Report
The Foundation Coalition at Arizona State University offered for the first time a novel upper division integrated course in Electrical Engineering in the fall ’97 semester. The…
http://archive.fie-conference.org/fie98/papers/1351.pdf
2.
The Wave Concept Inventory - A Cognitive Instrument Based on Bloom’s Taxonomy
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T. Reed-Rhoads and R. Roedel -
Report
The Foundation Coalition at Arizona State University has developed a new instrument to measure the cognitive development of electrical engineering students in the area of wave…
http://archive.fie-conference.org/fie99/papers/1245.pdf
3.
Characteristics of well-propagated undergraduate STEM teaching innovations
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R. Khatri, C. Henderson, R. Cole, J. Froyd, D. Friedrichsen, and C. Stanford, PERC 2015 Proceedings, 167-170.
The science, technology, engineering, and mathematics (STEM) education communities have developed many innovative teaching strategies and learning materials in the past few decades.…
https://www.per-central.org/document/ServeFile.cfm?ID=13862&DocID=4280
4.
How Electrical Engineering Technology Students Understand Concepts of Electricity
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T. Goris and M. Dyrenfurth, Engineering Education: Frankly, We Do Give a D*mn (2013).
Effective instruction in Engineering and Technology requires knowledge of how students understand or lack understanding of key concepts in these disciplines. Incorrect mental models,…
http://www.asee.org/public/conferences/20/papers/5849/view
5.
Communities of practice as a curriculum design theory in an introductory physics class for engineers
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P. Irving, D. McPadden, and M. Caballero, Phys. Rev. Phys. Educ. Res.,
16
(2), 020143 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The communities of practice framework has become an essential framework for…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020143
6.
Restructuring physics labs to cultivate sense of student agency
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Z. Kalender, E. Stump, K. Hubenig, and N. Holmes, Phys. Rev. Phys. Educ. Res.,
17
(2), 020128 (2021).
Instructional physics labs offer students unique opportunities to develop an understanding of experimentation. By transforming labs to be more open ended and experimentation focused,…
https://doi.org/10.1103/PhysRevPhysEducRes.17.020128
7.
Learning physics with Controllable Worlds: Perspectives for examining and augmenting physics students' engagement with digital learning environments
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E. Euler -
Thesis
This thesis is a collection of case studies involving small groups of physics students using so-called Controllable Worlds—i.e., a particular class of physics digital learning…
http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1472550&dswid=86...
8.
Template for teaching and assessment of problem solving in introductory physics
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PER Literature
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E. Burkholder, J. Miles, T. Layden, K. Wang, A. Fritz, and C. Wieman, Phys. Rev. Phys. Educ. Res.,
16
(1), 010123 (2020).
This paper introduces a template to (i) scaffold the problem solving process for students in the physics 1 course, and (ii) serve as a generic rubric for measuring how expertlike…
https://doi.org/10.1103/PhysRevPhysEducRes.16.010123
9.
How expectations of confirmation influence students’ experimentation decisions in introductory labs
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E. Smith, M. Stein, and N. Holmes, Phys. Rev. Phys. Educ. Res.,
16
(1), 010113 (2020).
Many instructional physics labs are shifting to teach experimentation skills, rather than to demonstrate or confirm canonical physics phenomena. Our previous work found that many…
https://doi.org/10.1103/PhysRevPhysEducRes.16.010113
10.
Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos
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J. Morphew, G. Gladding, and J. Mestre, Phys. Rev. Phys. Educ. Res.,
16
(1), 010104 (2020).
Students must actively engage in problem solving to effectively learn in introductory physics courses. However, students often get stuck and are not able to make progress when…
https://doi.org/10.1103/PhysRevPhysEducRes.16.010104
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Results #1-#10 of 46