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Results #1-#10 of 100+
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1.
REU Students’ Initial Perceptions of Scientific Ethics
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S. Murphy and D. Zollman, PERC 2010 Proceedings, 233-236.
One goal of undergraduate research, particularly Research Experience for Undergraduates (REU) programs, is to help students become aware of the importance of ethical conduct in…
https://www.per-central.org/document/ServeFile.cfm?ID=10461&DocID=1921
2.
Changing Participation Through Formation of Student Learning Communities
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E. Brewe, L. Kramer, and G. O'Brien, PERC 2010 Proceedings, 85-88.
Differences in learning gains between interactive engagement and lecture instructional practices have been well documented and yet the ways in which students participate in each of…
https://www.per-central.org/document/ServeFile.cfm?ID=10393&DocID=1864
3.
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 -
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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
4.
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
5.
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
6.
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
7.
Advanced Students' Resource Selection in Nearly-novel Situations
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E. Sayre -
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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
8.
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
9.
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
10.
Designing a physics learning environment: A holistic approach
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D. Brookes and Y. Lin, PERC 2011 Proceedings, 131-134.
Physics students enter our classroom with significant learning experiences and learning goals that are just as important as their prior knowledge. Consequently, they have…
https://www.per-central.org/document/ServeFile.cfm?ID=11830&DocID=2680
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Results #1-#10 of 100+
