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Results #1-#10 of 100+
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1.
Self-Diagnosis, Scaffolding and Transfer in a More Conventional Introductory Physics Problem
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E. Yerushalmi, A. Mason, E. Cohen, and C. Singh, PERC 2009 Proceedings, 23-26.
Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In that case, the…
http://www.per-central.org/document/ServeFile.cfm?ID=9903&DocID=1535
2.
Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems
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A. Mason, E. Cohen, C. Singh, and E. Yerushalmi, PERC 2009 Proceedings, 27-30.
Helping students learn from their own mistakes can help them develop habits of mind while learning physics content. Based upon cognitive apprenticeship model, we asked students to…
http://www.per-central.org/document/ServeFile.cfm?ID=9894&DocID=1526
3.
A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
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S. Chasteen and S. Pollock, PERC 2009 Proceedings, 7-10.
As part of our efforts to systematically improve our junior-level Electricity & Magnetism I (Electro- and Magneto-Statics) course, we have developed a conceptual instrument, the CUE…
http://www.per-central.org/document/ServeFile.cfm?ID=9892&DocID=1524
4.
SEI Clicker and Education Videos
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S. Chasteen; Publishers: Science Education Initiative at the University of Colorado and Carl Wieman Science Education Initiative -
Online Resource
The page houses a suite of short videos giving an inside look at the use of clickers in the classroom and student opinions about their use. The videos are each 5-15 minutes long and…
http://www.cwsei.ubc.ca/resources/SEI_video.html
5.
Do they stay fixed?
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G. Francis, J. Adams, and E. Noonan, Phys. Teach.,
36
(8), 488-490 (1998).
We report the results of a longitudinal study of three nonmajor introductory classes that achieved relatively high FCI gains (g=1.5) using an inquiry-based tutorial approach.…
https://doi.org/10.1119/1.879933
6.
Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS
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E. Brewe, L. Kramer, and G. O'Brien, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 013102 (2009).
Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey…
https://doi.org/10.1103/PhysRevSTPER.5.013102
7.
Peaks and decays of student knowledge in an introductory E&M course
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E. Sayre and A. Heckler, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 013101 (2009).
A common format for assessment of learning is pretesting and post-testing. In this study, we collect student test data several times per week throughout a course, allowing for the…
https://doi.org/10.1103/PhysRevSTPER.5.013101
8.
Validation study of the Colorado Learning Attitudes about Science Survey at a Hispanic-serving institution
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V. Sawtelle, E. Brewe, and L. Kramer, Phys. Rev. ST Phys. Educ. Res.,
5
(2), 023101 (2009).
The Colorado Learning Attitudes about Science Survey (CLASS) has been widely acknowledged as a useful measure of student cognitive attitudes about science and learning. The initial…
https://doi.org/10.1103/PhysRevSTPER.5.023101
9.
Plasticity of intermediate mechanics students’ coordinate system choice
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E. Sayre and M. Wittmann, Phys. Rev. ST Phys. Educ. Res.,
4
(2), 020105 (2008).
We investigate the interplay between mathematics and physics resources in intermediate mechanics students. In the mechanics course, the selection and application of coordinate…
https://doi.org/10.1103/PhysRevSTPER.4.020105
10.
Accounting for variability in student responses to motion questions
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B. Frank, S. Kanim, and L. Gomez, Phys. Rev. ST Phys. Educ. Res.,
4
(2), 020102 (2008).
We describe the results of an experiment conducted to test predictions about student responses to questions about motion based on an explicit model of student thinking in terms of…
https://doi.org/10.1103/PhysRevSTPER.4.020102
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Results #1-#10 of 100+
