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1.
Energy in Action: The Construction of Physics Ideas in Multiple Modes
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E. Close, H. Close, S. McKagan, and R. Scherr, PERC 2010 Proceedings, 105-108.
In a course organized around the development of diverse representations, no single mode of expression offers a complete picture of participants’ understanding of the nature of…
https://www.per-central.org/document/ServeFile.cfm?ID=10400&DocID=1872
2.
An Evolving Model for Seeing Colored Objects: A Case Study Progression
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E. Kahle, R. Scherr, and H. Close, PERC 2010 Proceedings, 185-188.
We document the experience of a single participant in a course for secondary teacher professional development in order to track the changes in her thinking about how light interacts…
https://www.per-central.org/document/ServeFile.cfm?ID=10445&DocID=1903
3.
Frame Analysis as a Way to Understand the Complex Dynamic of Classroom Teaching Practice
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M. Lau, PERC 2010 Proceedings, 201-204.
From one moment to the next, what and how a teacher teaches may change. In this paper, I discuss two examples from one teacher, showing shifts in her practice from one moment to the…
https://www.per-central.org/document/ServeFile.cfm?ID=10450&DocID=1909
4.
Using Analogies to Learn Introductory Physics
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S. Lin and C. Singh, PERC 2010 Proceedings, 209-212.
Identifying the relevant physics principles is a central component of problem solving. A major goal of most introductory physics courses is to help students discern the deep…
https://www.per-central.org/document/ServeFile.cfm?ID=10452&DocID=1911
5.
“Energy Theater”: Using The Body Symbolically To Understand Energy
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R. Scherr, H. Close, S. McKagan, and E. Close, PERC 2010 Proceedings, 293-296.
In what we call “embodied learning activities,” instructors deliberately arrange for human bodies, or parts of the body, to stand in for entities in the description or explanation of…
https://www.per-central.org/document/ServeFile.cfm?ID=10483&DocID=1938
6.
Toward an Integrated Online Learning Environment
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R. Teodorescu, A. Pawl, S. Rayyan, A. Barrantes, and D. Pritchard, PERC 2010 Proceedings, 321-324.
We are building in LON-CAPA an integrated learning environment that will enable the development, dissemination and evaluation of PER-based material. This environment features a…
https://www.per-central.org/document/ServeFile.cfm?ID=10490&DocID=1945
7.
Seeing isn't believing: Do classroom demonstrations help students learn?
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S. Chasteen -
Computer Program
Physics is the study of nature. So, physics classes typically include demonstrations of how those laws of nature play out, often in surprising ways. But do students see what we…
https://www.per-central.org/document/ServeFile.cfm?ID=11317&DocID=2328
8.
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
9.
The General Assessment of Problem Solving Processes and Metacognition in Physics Education
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T. Gok, Eurasian J. Phys. Chem. Educ.,
2
(2), 110-122 (2010).
In this study, a literature review of problem solving and metacognition skills of students was presented. The literature indicates that teaching problem solving strategies helps…
https://www.acarindex.com/dosyalar/makale/acarindex-1423880500.pdf
10.
The Case for Dynamic Models of Learners' Ontologies in Physics
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A. Gupta, D. Hammer, and E. Redish, J. Learn. Sci.,
19
(3), 285-321 (2010).
In a series of well-known papers, Chi and Slotta have contended that a reason for students' difficulties in learning physics is that they think about concepts as things rather than…
https://doi.org/10.1080/10508406.2010.491751
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