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Results #1-#10 of 100+
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1.
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
2.
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
3.
Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning
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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
4.
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
5.
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
6.
Following Student Gaze Patterns in Physical Science Lectures
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D. Rosengrant, D. Hearrington, K. Alvarado, and D. Keeble, PERC 2011 Proceedings, 323-326.
This study investigates the gaze patterns of undergraduate college students attending a lecture-based physical science class to better understand the relationships between gaze and…
https://www.per-central.org/document/ServeFile.cfm?ID=11878&DocID=2725
7.
Toward an Analytic Framework of Physics Teaching Assistants’ Pedagogical Knowledge
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B. Spike and N. Finkelstein, PERC 2011 Proceedings, 363-366.
Graduate Teaching Assistants (TAs) are the subject of increasing attention in education research, both as partners in supporting the goals of research-based curricula, and as future…
https://www.per-central.org/document/ServeFile.cfm?ID=11887&DocID=2734
8.
Reflection on Problem Solving in Introductory and Advanced Physics
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A. Mason -
Thesis
Reflection is essential to learn from problem solving. This thesis explores issues related to how reflective physics students are about problem solving and how to improve their…
https://www.per-central.org/document/ServeFile.cfm?ID=11908&DocID=2772
9.
Using time-on-task measurements to understand student performance in a physics class: A four-year study
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J. Stewart, G. Stewart, and J. Taylor, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010114 (2012).
Student use of out-of-class time was measured for four years in the introductory second-semester calculus-based physics course at the University of Arkansas. Two versions of the…
https://doi.org/10.1103/PhysRevSTPER.8.010114
10.
Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?
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R. Kung and C. Linder, Metacog. Learn.,
2
(1), 41-56 (2007).
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with an aim towards quantifying the amount of metacognition…
https://doi.org/10.1007/s11409-007-9006-9
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Results #1-#10 of 100+