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Results #1-#10 of 100+
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1.
Method for analyzing students' utilization of prior physics learning in new contexts
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D. McBride, D. Zollman, and N. Rebello, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020101 (2010).
In prior research, the classification of concepts into three types—descriptive, hypothetical and theoretical—has allowed for the association of students' use of different concept…
https://www.per-central.org/document/ServeFile.cfm?ID=10863&DocID=2215
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.
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
4.
Documenting the use of expert scientific reasoning processes by high school physics students
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A. Stephens and J. Clement, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020122 (2010).
We describe a methodology for identifying evidence for the use of three types of scientific reasoning. In two case studies of high school physics classes, we used this methodology to…
https://www.per-central.org/document/ServeFile.cfm?ID=10743&DocID=2812
5.
Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change
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Z. Hrepic, D. Zollman, and N. Rebello, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020114 (2010).
We investigated introductory physics students’ mental models of sound propagation. We used a phenomenographic method to analyze the data in the study. In addition to the…
https://www.per-central.org/document/ServeFile.cfm?ID=10750&DocID=2207
6.
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
7.
Intuitive ontologies for energy in physics
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R. Scherr, H. Close, and S. McKagan, PERC 2011 Proceedings, 343-346.
The nature of energy is not typically an explicit topic of physics instruction. Nonetheless, participants in physics courses that involve energy are frequently saying what kind of…
https://www.per-central.org/document/ServeFile.cfm?ID=11697&DocID=2574
8.
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
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D. Schwartz, J. Educ. Psychol.,
103
(4), 759-775 (2011).
Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of…
https://doi.org/10.1037/a0025140
9.
Constructing Definitions as a Goal of Inquiry
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L. Atkins Elliott and I. Salter, PERC 2010 Proceedings, 65-68.
In a class on perception, students, over the course of 3 weeks, constructed an account of “blurriness” with respect to vision, describing blurriness as occurring when “more than one…
https://www.per-central.org/document/ServeFile.cfm?ID=10343&DocID=1819
10.
Toward Meaning and Scientific Thinking in the Traditional Freshman Laboratory: Opening the "Idea Space"
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S. Allie and D. Demaree, PERC 2010 Proceedings, 1-4.
Experimentation appears to be an ideal context in which several key aspects of scientific thinking can be addressed. However, the traditional freshman laboratory does not appear to…
https://www.per-central.org/document/ServeFile.cfm?ID=10344&DocID=1820
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Results #1-#10 of 100+
