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Results #1-#10 of 100+
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1.
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
2.
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
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
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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.
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
6.
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
7.
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
8.
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
9.
Investigating student communities with network analysis of interactions in a physics learning center
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E. Brewe, L. Kramer, and V. Sawtelle, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010101 (2012).
Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida…
https://www.per-central.org/document/ServeFile.cfm?ID=12049&DocID=2945
10.
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
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Results #1-#10 of 100+
