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Results #1-#10 of 100+
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1.
Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
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M. Kustusch -
Thesis
Students in introductory physics struggle with vector algebra and cross product direction (CPD). While research into student understanding of vector algebra notes…
https://www.per-central.org/document/ServeFile.cfm?ID=11185&DocID=2274
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 construction of different classroom norms during Peer Instruction: Students perceive differences
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C. Turpen and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020123 (2010).
This paper summarizes variations in instructors’ implementation practices during Peer Instruction (PI) and shows how these differences in practices shape different norms of classroom…
https://doi.org/10.1103/PhysRevSTPER.6.020123
4.
Effect of written presentation on performance in introductory physics
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J. Stewart and S. Ballard, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020120 (2010).
This study examined the written work of students in the introductory calculus-based electricity and magnetism course at the University of Arkansas. The students’ solutions to hourly…
https://doi.org/10.1103/PhysRevSTPER.6.020120
5.
Eye-gaze patterns as students study worked-out examples in mechanics
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A. Smith, J. Mestre, and B. Ross, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020118 (2010).
This study explores what introductory physics students actually look at when studying worked-out examples. Our classroom experiences indicate that introductory physics students…
https://doi.org/10.1103/PhysRevSTPER.6.020118
6.
Refined characterization of student perspectives on quantum physics
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C. Baily and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020113 (2010).
The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in…
https://www.per-central.org/document/ServeFile.cfm?ID=10751&DocID=2206
7.
Force Concept Inventory-based multiple-choice test for investigating students' representational consistency
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P. Nieminen, A. Savinainen, and J. Viiri, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020109 (2010).
This study investigates students’ ability to interpret multiple representations consistently (i.e., representational consistency) in the context of the force concept. For this…
https://www.per-central.org/document/ServeFile.cfm?ID=10754&DocID=2203
8.
Impact of teaching students to use evaluation strategies
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A. Warren, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020103 (2010).
Students often make mistakes in physics courses and are expected to identify, correct, and learn from their mistakes, usually with some assistance from an instructor, textbook, or…
https://www.per-central.org/document/ServeFile.cfm?ID=10759&DocID=2198
9.
Respecting tutorial instructors' beliefs and experiences: A case study of a physics teaching assistant
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R. Goertzen, R. Scherr, and A. Elby, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020125 (2010).
Effective physics instruction benefits from respecting the physics ideas that introductory students bring into the classroom. We argue that it is similarly beneficial to respect the…
https://www.per-central.org/document/ServeFile.cfm?ID=10740&DocID=2213
10.
Surveying graduate students' attitudes and approaches to problem solving
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A. Mason and C. Singh, Phys. Rev. ST Phys. Educ. Res.,
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(2), 020124 (2010).
Students’ attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an…
https://www.per-central.org/document/ServeFile.cfm?ID=10741&DocID=2212
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Results #1-#10 of 100+
