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Results #1-#10 of 100+
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1.
What Else (Besides the Syllabus) Should Students Learn in Introductory Physics?
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D. Pritchard, A. Barrantes, and B. Belland, PERC 2009 Proceedings, 43-46.
We have surveyed what various groups of instructors and students think students should learn in introductory physics. We started with a Delphi Study based on interviews with experts,…
https://www.per-central.org/document/ServeFile.cfm?ID=9898&DocID=1530
2.
A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
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S. Chasteen and S. Pollock, PERC 2009 Proceedings, 7-10.
As part of our efforts to systematically improve our junior-level Electricity & Magnetism I (Electro- and Magneto-Statics) course, we have developed a conceptual instrument, the CUE…
https://www.per-central.org/document/ServeFile.cfm?ID=9892&DocID=1524
3.
Millikan Lecture 1994: Understanding and teaching important scientific thought processes
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F. Reif, Am. J. Phys.,
63
(1), 17-32 (1995).
Physics is an intellectually demanding discipline and many students have difficulties learning to deal with it. Further, our instruction is often far less effective than we realize.…
https://doi.org/10.1119/1.17764
4.
Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS
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E. Brewe, L. Kramer, and G. O'Brien, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 013102 (2009).
Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey…
https://doi.org/10.1103/PhysRevSTPER.5.013102
5.
Validation study of the Colorado Learning Attitudes about Science Survey at a Hispanic-serving institution
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V. Sawtelle, E. Brewe, and L. Kramer, Phys. Rev. ST Phys. Educ. Res.,
5
(2), 023101 (2009).
The Colorado Learning Attitudes about Science Survey (CLASS) has been widely acknowledged as a useful measure of student cognitive attitudes about science and learning. The initial…
https://doi.org/10.1103/PhysRevSTPER.5.023101
6.
Students know what physicists believe, but they don’t agree: A study using the CLASS survey
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K. Gray, W. Adams, C. Wieman, and K. Perkins, Phys. Rev. ST Phys. Educ. Res.,
4
(2), 020106 (2008).
We measured what students perceive physicists to believe about physics and solving physics problems and how those perceptions differ from the students’ personal beliefs. In this…
https://doi.org/10.1103/PhysRevSTPER.4.020106
7.
Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
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K. Malone, Phys. Rev. ST Phys. Educ. Res.,
4
(2), 020107 (2008).
The modeling instruction pedagogy for the teaching of physics has been proven to be quite effective at increasing the conceptual understanding and problem-solving abilities of…
https://doi.org/10.1103/PhysRevSTPER.4.020107
8.
Characterizing the gender gap in introductory physics
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L. Kost, S. Pollock, and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 010101 (2009).
Previous research showed that despite the use of interactive engagement techniques, the gap in performance between males and females on a conceptual learning survey persisted from…
https://doi.org/10.1103/PhysRevSTPER.5.010101
9.
Gender differences in the use of an online homework system in an introductory physics course
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G. Kortemeyer, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 010107 (2009).
The two genders make different use of being allowed multiple tries to solve online homework problems: male students frequently attempt to immediately solve the problem, while female…
https://doi.org/10.1103/PhysRevSTPER.5.010107
10.
Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
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C. Ogilvie, Phys. Rev. ST Phys. Educ. Res.,
5
(2), 020102 (2009).
Most students struggle when faced with complex and open-ended tasks because the strategies taught in schools and universities simply require ?nding and applying the correct formulae…
https://doi.org/10.1103/PhysRevSTPER.5.020102
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Results #1-#10 of 100+
