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Results #1-#10 of 100+
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Using the context of physics problem-solving to evaluate the coherence of student knowledge 
  
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PER Literature
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M. Sabella - Thesis
The context of problem solving is used to show that students exhibit a local coherence but not global coherence in their physics knowledge. When presented with a problem-solving…
https://www.per-central.org/document/ServeFile.cfm?ID=10057&DocID=3077
Seeing isn't believing: Do classroom demonstrations help students learn? 
  
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PER Literature
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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
Physical Review Special Topics - Physics Education Research
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
Getting Started with Research on Epistemologies and Expectations 
  
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A. Elby; Editors: C. Henderson and K. Harper; Publisher: American Association of Physics Teachers, Rev. PER, 2 (2) (2010).
In this chapter, I introduce the notion of student epistemologies and expectations, their views about what counts as knowledge and learning in a given physics class and in physics…
https://www.per-central.org/document/ServeFile.cfm?ID=10578&DocID=2071
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
Eurasian Journal of Physics and Chemistry Education
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
Advanced Students' Resource Selection in Nearly-novel Situations 
  
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E. Sayre - Thesis
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
Physical Review Special Topics - Physics Education Research
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
Physical Review Special Topics - Physics Education Research
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
American Journal of Physics
What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course 
  
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A. Heckler and E. Sayre, Am. J. Phys., 78 (7), 768-777 (2010).
To characterize the evolution of student understanding better than what is possible by pre-and post-testing, we posed simple conceptual questions several times per week to separate,…
https://doi.org/10.1119/1.3384261
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Results #1-#10 of 100+