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Results #1-#10 of 100+
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1.
Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning
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PER Literature
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R. Goertzen, R. Scherr, and A. Elby, Phys. Rev. ST Phys. Educ. Res.,
6
(1), 010105 (2010).
As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs), we first identify their…
https://doi.org/10.1103/PhysRevSTPER.6.010105
2.
Instructors' reasons for choosing problem features in a calculus-based introductory physics course
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E. Yerushalmi, E. Cohen, K. Heller, P. Heller, and C. Henderson, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020108 (2010).
This study investigates how the beliefs and values of physics faculty influence their choice of physics problems for their students in an introductory physics course. The study…
https://www.per-central.org/document/ServeFile.cfm?ID=10755&DocID=2202
3.
What Are They Talking About? Lessons Learned from a Study of Peer Instruction
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M. James, F. Barbieri, and P. Garcia, Astron. Educ. Rev.,
7
(1), 37-43 (2008).
Electronic classroom response systems (CRSs) have been in use in large college lectures for over three decades. Such systems are designed to provide instructors and students with…
https://doi.org/10.3847/AER2008004
4.
Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
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M. Kustusch -
Thesis
Students in introductory physics struggle with vector algebra and cross product direction (CPD). While research into student understanding of vector algebra notes…
https://www.per-central.org/document/ServeFile.cfm?ID=11185&DocID=2274
5.
Conceptual Development and Context: How Do They Relate?
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V. Otero, PERC 2002 Proceedings.
This paper combines results from a larger research study that focuses on both cognitive and social aspects of learning. The theoretical perspective used is distributed cognition, in…
https://www.per-central.org/document/ServeFile.cfm?ID=11218&DocID=2266
6.
Advanced Students' Resource Selection in Nearly-novel Situations
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E. Sayre -
Thesis
This thesis expands and details the resources model of cognition through the use of two metaphors, maps and graphs. Maps and graphs, complementary representations of the resources…
https://www.per-central.org/document/ServeFile.cfm?ID=10737&DocID=2169
7.
Eye-gaze patterns as students study worked-out examples in mechanics
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A. Smith, J. Mestre, and B. Ross, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020118 (2010).
This study explores what introductory physics students actually look at when studying worked-out examples. Our classroom experiences indicate that introductory physics students…
https://doi.org/10.1103/PhysRevSTPER.6.020118
8.
Does Displaying the Class Results Affect Student Discussion during Peer Instruction?
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K. Perez, E. Strauss, N. Downey, A. Galbraith, R. Jeanne, and S. Cooper, CBE Life. Sci. Educ.,
9
(2), 133-140 (2010).
The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also…
https://doi.org/10.1187/cbe.09-11-0080
9.
Interactional processes for stabilizing conceptual coherences in physics
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B. Frank and R. Scherr, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020101 (2012).
Research in student knowledge and learning of science has typically focused on explaining conceptual change. Recent research, however, documents the great degree to which student…
https://doi.org/10.1103/PhysRevSTPER.8.020101
10.
Differences in visual attention between those who correctly and incorrectly answer physics problems
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A. Madsen, A. Larson, L. Loschky, and N. Rebello, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010122 (2012).
This study investigated how visual attention differed between those who correctly versus incorrectly answered introductory physics problems. We recorded eye movements of 24…
https://www.per-central.org/document/ServeFile.cfm?ID=12001&DocID=2832
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Results #1-#10 of 100+
