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Results #1-#10 of 100+
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1.
Fitting in to Move Forward
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PER Literature
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K. Lewis, N. Finkelstein, S. Pollock, A. Miyake, G. Cohen, and T. Ito, Psychol. Wom. Q.,
41
(4), 420-436 (2017).
Social science researchers have increasingly focused on understanding the precursors to gender disparities favoring men in the physical sciences, technology, engineering, and…
https://doi.org/10.1177/0361684317720186
2.
Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature
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PER Literature
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H. Banda and J. Nzabahimana, Phys. Rev. Phys. Educ. Res.,
17
(2), 023108 (2021).
This paper describes a comprehensive review of 31 quasi or experimental research studies from the past decade on the effect of PhET simulations on students’ conceptual understanding…
https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
3.
Classrooms: Goals, structures, and student motivation.
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C. Ames, J. Educ. Psychol.,
84
(3), 261-271 (1992).
This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different…
https://doi.org/10.1037/0022-0663.84.3.261
4.
Increased learning in a college physics course with timely use of short multimedia summaries
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S. Dunleavy, G. Kestin, K. Callaghan, L. McCarty, and L. Deslauriers, Phys. Rev. Phys. Educ. Res.,
18
(1), 010110 (2022).
The typical introductory physics lecture requires students to consolidate and assimilate a large quantity of complex information that is often novel to them. This can leave students…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010110
5.
Development and validation of the Conceptual Survey on Wave Optics
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K. Matejak-Cvenic, M. Planinic, A. Susac, L. Ivanjek, K. Jelicic, and M. Hopf, Phys. Rev. Phys. Educ. Res.,
18
(1), 010103 (2022).
A new diagnostic instrument, the Conceptual Survey on Wave Optics (CSWO), was developed and validated on 224 high school students (aged 18–19 years) in Croatia. The process of test…
https://doi.org/10.1103/PhysRevPhysEducRes.18.010103
6.
The Surprising Impact of Seat Location on Student Performance
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K. Perkins and C. Wieman, Phys. Teach.,
43
(1), 30-33 (2005).
Every physics instructor knows that the most engaged and successful students tend to sit at the front of the class and the weakest students tend to sit at the back. However, it is…
https://doi.org/10.1119/1.1845987
7.
Modernisation of the intermediate physics laboratory
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I. Kontro, O. Heino, I. Hendolin, and S. Galambosi, Eur. J. Phys.,
39
(2), 025702 (2017).
The intermediate laboratory courses at the Department of Physics, University of Helsinki, were reformed using desired learning outcomes as the basis for design. The reformed…
https://doi.org/10.1088/1361-6404/aa9364
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.
Testing a new voting machine question methodology
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N. Reay, P. Li, and L. Bao, Am. J. Phys.,
76
(2), 171-178 (2008).
A new question methodology has been developed and used with voting machines in large physics lecture classrooms. The methodology was tested by comparing student performance in voting…
https://doi.org/10.1119/1.2820392
10.
Enhancing student performance in introductory physics in topics related to electricity and magnetism through the use of voluntary workshops
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L. DeSilva, A. Pullen, and J. Hasbun, Eur. J. Phys.,
39
(3), 035702 (2018).
This article examines the effect of voluntary workshops on students' performance in a university for algebra-based introductory physics on the topics of electricity, magnetism and…
https://doi.org/10.1088/1361-6404/aaaaca
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Results #1-#10 of 100+
