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Results #1-#10 of 100+
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1.
Moving Between Discourses: From Learning-As-Acquisition to Learning-As-Participation
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A. Sfard, PERC 2009 Proceedings, 55-58.
In this paper I address the question of how to talk about learning so as to be able to cope with at least some of the longstanding quandaries and to arrive at new insights. After a…
http://www.per-central.org/document/ServeFile.cfm?ID=9900&DocID=1532
2.
Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation
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T. Smith and M. Wittmann, Phys. Rev. ST Phys. Educ. Res.,
4
(2), 020101 (2008).
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation. Our goal is to propose a methodology that…
https://doi.org/10.1103/PhysRevSTPER.4.020101
3.
"Force," ontology, and language
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D. Brookes and E. Etkina, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 010110 (2009).
We introduce a linguistic framework through which one can interpret systematically students’ understanding of and reasoning about force and motion. Some researchers have suggested…
https://doi.org/10.1103/PhysRevSTPER.5.010110
4.
Analyzing problem solving using math in physics: Epistemological framing via warrants
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T. Bing and E. Redish, Phys. Rev. ST Phys. Educ. Res.,
5
(2), 020108 (2009).
Developing expertise in physics entails learning to use mathematics effectively and efficiently as applied to the context of physical situations. Doing so involves coordinating a…
https://doi.org/10.1103/PhysRevSTPER.5.020108
5.
Concerning Scientific Discourse about Heat
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D. Brookes, G. Horton, A. Heuvelen, and E. Etkina, PERC 2004 Proceedings, 149-152.
We aim to examine communication in physics from a linguistic perspective and suggest a theoretical viewpoint that may enable us to explain and understand many physics students'…
http://www.per-central.org/document/ServeFile.cfm?ID=9555&DocID=2827
6.
Are Students’ Responses and Behaviors Consistent?
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U. Wutchana, N. Emarat, and E. Etkina, PERC 2009 Proceedings, 305-308.
In our project we attempted to determine if students whose beliefs about physics are more expert-like and less expert-like, as judged by the CLASS survey, are different in terms of…
http://www.per-central.org/document/ServeFile.cfm?ID=9511&DocID=1386
7.
An Exploratory Qualitative Study of the Proximal Goal Setting of Two Introductory Modeling Instruction Physics Students
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V. Sawtelle, E. Brewe, and L. Kramer, PERC 2009 Proceedings, 261-264.
Proximal goal setting has been strongly linked to self-efficacy and often occurs in successful problem solving. A qualitative study, using both observations and interviews,…
http://www.per-central.org/document/ServeFile.cfm?ID=9500&DocID=1375
8.
Learning to Communicate about Science in Everyday Language through Informal Science Education
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L. Mayhew and N. Finkelstein, PERC 2009 Proceedings, 205-208.
The University of Colorado’s Partnerships for Informal Science Education in the Community (PISEC) program, in which university students participate in classroom and after school…
http://www.per-central.org/document/ServeFile.cfm?ID=9484&DocID=1357
9.
Positioning Ideas: Creating and Relating Physics Identities Through Video Analysis
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D. Harlow and L. Swanson, PERC 2009 Proceedings, 157-160.
Prior research has documented that analyzing video of children learning science aids pre-service teachers in developing physics knowledge and deepens their understanding of the…
http://www.per-central.org/document/ServeFile.cfm?ID=9462&DocID=1346
10.
The Influence of Tablet PCs on Students’ Use of Multiple Representations in Lab Reports
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C. Guelman, C. De Leone, and E. Price, PERC 2009 Proceedings, 153-156.
This study examined how different tools influenced students’ use of representations in the Physics laboratory. In one section of a lab course, every student had a Tablet PC that…
http://www.per-central.org/document/ServeFile.cfm?ID=9460&DocID=1345
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Results #1-#10 of 100+
