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Results #1-#10 of 100+
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1.
Toward equity through participation in Modeling Instruction in introductory university physics
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PER Literature
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E. Brewe, V. Sawtelle, L. Kramer, G. O'Brien, I. Rodriguez, and P. Pamelá, Phys. Rev. ST Phys. Educ. Res.,
6
(1), 010106 (2010).
We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International…
https://doi.org/10.1103/PhysRevSTPER.6.010106
2.
Do advanced physics students learn from their mistakes without explicit intervention?
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A. Mason and C. Singh, Am. J. Phys.,
78
(7), 760-767 (2010).
This article discusses a case study in which 14 advanced undergraduate physics students taking an honor-level quantum mechanics course were given the same four problems on midterm…
https://doi.org/10.1119/1.3318805
3.
Sex differences in physics learning and evaluations in an introductory course
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J. Blue -
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The purpose of this study is to see if there are differences in the achievement and opinions of men and women in an introductory physics course. There has been much work done on…
https://www.per-central.org/document/ServeFile.cfm?ID=12324&DocID=3510
4.
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
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D. Schwartz, J. Educ. Psychol.,
103
(4), 759-775 (2011).
Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of…
https://doi.org/10.1037/a0025140
5.
Spatial Reasoning Ability and the Construction of Integrals in Physics
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N. Amos and A. Heckler, PERC 2014 Proceedings, 23-26.
Introductory university physics frequently requires students to construct integrals. To explore students' abilities with this skill, we administered a simple physics problem…
https://www.per-central.org/document/ServeFile.cfm?ID=13439&DocID=4038
6.
Students as Co-creators: the Development of Student Learning Networks in PeerWise
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J. Hardy, A. Kay, and R. Galloway, PERC 2013 Proceedings, 169-172.
PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions, was implemented in a large introductory university…
https://www.per-central.org/document/ServeFile.cfm?ID=13147&DocID=3694
7.
Gender Differences in Conceptual Understanding
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J. Blue -
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Building off of the work of Heller and Lin, Jennifer Blue's thesis analyzes student responses to free-response conceptual tests with respect to the three research questions: 1.…
https://www.per-central.org/document/ServeFile.cfm?ID=12919&DocID=3511
8.
Web-Based Warm Up Exercises in Just in Time Teaching: Determining Students' Prior Knowledge and Misconceptions in Biology, Chemistry, and Physics
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K. Marrs, R. Blake, and A. Gavrin, J. Coll. Sci. Teaching,
33
(1), 42-47 (2003).
We describe the use of web-based Warm Up exercises to reveal students prior knowledge and misconceptions in Biology, Chemistry, and Physics. This paper shows how the use of…
https://www.jstor.org/stable/45048285
9.
Chronicling a successful secondary implementation of Studio Physics
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P. Kohl and V. Kuo, Am. J. Phys.,
80
(9), 832-858 (2012).
The Colorado School of Mines (CSM) has taught its first-semester calculus-based introductory physics course (Physics I) using a hybrid lecture/Studio Physics format since the spring…
https://doi.org/10.1119/1.4712305
10.
Participation and Performance in 8.02x Electricity and Magnetism: The First Physics MOOC from MITx
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S. Rayyan, D. Seaton, J. Belcher, D. Pritchard, and I. Chuang, PERC 2013 Proceedings, 289-292.
Massive Open Online Courses are an exciting new avenue for instruction and research, yet they are full of unknowns. In the Spring of 2013, MITx released its first introductory…
https://www.per-central.org/document/ServeFile.cfm?ID=13184&DocID=3731
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Results #1-#10 of 100+
