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Results #1-#10 of 100+
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1.
Scaffolding students' application of the 'area under a curve' concept in physics problems
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D. Hu, J. Von Korff, and N. Rebello, PERC 2011 Proceedings, 215-218.
We carried out several experiments in which we used sequences of physics problems to investigate students' ability to apply calculus concepts in physics problems. In this paper, we…
https://www.per-central.org/document/ServeFile.cfm?ID=11850&DocID=2701
2.
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
3.
Adapting a theoretical framework for characterizing students' use of equations in physics problem solving
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C. Rebello and N. Rebello, PERC 2011 Proceedings, 311-314.
Previous studies have focused on the resources that students activate and utilize while solving a given physics problem. However, few studies explore how students relate a given…
https://www.per-central.org/document/ServeFile.cfm?ID=11875&DocID=2722
4.
Promoting proximal formative assessment with relational discourse
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R. Scherr, H. Close, and S. McKagan, PERC 2011 Proceedings, 347-350.
The practice of proximal formative assessment - the continual, responsive attention to students' developing understanding as it is expressed in real time - depends on students'…
https://www.per-central.org/document/ServeFile.cfm?ID=11883&DocID=2730
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.
Reflection on Problem Solving in Introductory and Advanced Physics
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A. Mason -
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Reflection is essential to learn from problem solving. This thesis explores issues related to how reflective physics students are about problem solving and how to improve their…
https://www.per-central.org/document/ServeFile.cfm?ID=11908&DocID=2772
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
9.
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
10.
Exploring the role of conceptual scaffolding in solving synthesis problems
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L. Ding, N. Reay, A. Lee, and L. Bao, Phys. Rev. ST Phys. Educ. Res.,
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(2), 020109 (2011).
It is well documented that when solving problems experts first search for underlying concepts while students tend to look for equations and previously worked examples. The…
https://www.per-central.org/document/ServeFile.cfm?ID=11934&DocID=2802
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Results #1-#10 of 100+