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1.
Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics
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B. Ibrahim and N. Rebello, PERC 2011 Proceedings, 219-222.
The study investigates the kinds of mental representations constructed by engineering students at Kansas State University when solving problems in the context of kinematics. A cohort…
https://www.per-central.org/document/ServeFile.cfm?ID=11851&DocID=2702
2.
Do prescribed prompts prime sensemaking during group problem solving?
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M. Martinuk and J. Ives, PERC 2011 Proceedings, 267-270.
Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students. The…
https://www.per-central.org/document/ServeFile.cfm?ID=11864&DocID=2713
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Evidence of students' content reasoning in relation to measure of reform
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M. Haghanikar, S. Murphy, and D. Zollman, PERC 2011 Proceedings, 271-274.
As part of a study of the science preparation of elementary school teachers, we investigated the quality of students' reasoning and explored the relationship between sophistication…
https://www.per-central.org/document/ServeFile.cfm?ID=11866&DocID=2714
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Criteria for Creating and Categorizing Forms of Energy
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S. McKagan, R. Scherr, E. Close, and H. Close, PERC 2011 Proceedings, 279-282.
Traditional instruction on energy often presents forms of energy as a seemingly arbitrary list to be memorized, with little discussion of the meaning or purpose of these forms.…
https://www.per-central.org/document/ServeFile.cfm?ID=11867&DocID=2715
5.
Assessment of vertical transfer in problem solving: Mapping the problem design space
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J. Von Korff, D. Hu, and N. Rebello, PERC 2011 Proceedings, 379-382.
In schema-based theories of cognition, vertical transfer occurs when a learner constructs a new schema to solve a transfer task or chooses between several possible schemas. Vertical…
https://www.per-central.org/document/ServeFile.cfm?ID=11890&DocID=2737
6.
Evidence of embodied cognition about wave propagation
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M. Wittmann and E. Chase, PERC 2011 Proceedings, 383-386.
That students think of wavepulses as if throwing balls down a long taut spring is well established. Typical questions involve students imagining the spring already pulled taut; a…
https://www.per-central.org/document/ServeFile.cfm?ID=11891&DocID=2738
7.
Mapping university students’ epistemic framing of computational physics using network analysis
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M. Bodin, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010115 (2012).
Solving physics problem in university physics education using a computational approach requires knowledge and skills in several domains, for example, physics, mathematics,…
https://www.per-central.org/document/ServeFile.cfm?ID=11911&DocID=2856
8.
Prospective elementary teachers’ perceptions of the processes of modeling: A case study
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C. Fazio, B. Di Paola, and I. Guastella, Phys. Rev. ST Phys. Educ. Res.,
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(1), 010110 (2012).
In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a…
https://www.per-central.org/document/ServeFile.cfm?ID=11917&DocID=2877
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How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving
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B. Hegde and B. Meera, Phys. Rev. ST Phys. Educ. Res.,
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(1), 010109 (2012).
A perceived difficulty is associated with physics problem solving from a learner’s viewpoint, arising out of a multitude of reasons. In this paper, we have examined the…
https://www.per-central.org/document/ServeFile.cfm?ID=11918&DocID=2849
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Epistemic complexity and the journeyman-expert transition
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T. Bing and E. Redish, Phys. Rev. ST Phys. Educ. Res.,
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(1), 010105 (2012).
Physics students can encounter difficulties in physics problem solving as a result of failing to use knowledge that they have but do not perceive as relevant or appropriate. In…
https://www.per-central.org/document/ServeFile.cfm?ID=11922&DocID=2846
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Results #1-#10 of 100+
