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Results #1-#10 of 100+
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1.
Why Do Faculty Try Research Based Instructional Strategies?
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M. Dancy, C. Turpen, and C. Henderson, PERC 2010 Proceedings, 117-120.
As part of a larger ongoing study of physics faculty, we report on analysis of 15 interviews with Peer Instruction (PI) users. The analyses presented here address the following two…
https://www.per-central.org/document/ServeFile.cfm?ID=10404&DocID=1876
2.
Variables that Correlate with Faculty Use of Research-Based Instructional Strategies
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C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, PERC 2010 Proceedings, 169-172.
During the Fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty…
https://www.per-central.org/document/ServeFile.cfm?ID=10443&DocID=1900
3.
Faculty Perspectives On Using Peer Instruction: A National Study
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C. Turpen, M. Dancy, and C. Henderson, PERC 2010 Proceedings, 325-328.
We previously reported on the results of a national web survey of physics faculty about their instructional practices in introductory physics. A subset of 72 survey respondents were…
https://www.per-central.org/document/ServeFile.cfm?ID=10495&DocID=1951
4.
Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs
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C. Henderson, K. Heller, P. Heller, V. Kuo, and E. Yerushalmi, PERC 2002 Proceedings.
Based on an analysis of structured interviews with 6 research university physics faculty members, this paper presents our initial hypothesis of instructors' beliefs about how their…
https://www.per-central.org/document/ServeFile.cfm?ID=11217&DocID=2265
5.
Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking
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R. Russ, J. Coffey, D. Hammer, and P. Hutchison, Sci. & Educ.,
93
(5), 875-891 (2009).
When teachers or students assess the quality of ideas in science classes, they do so mostly based on textbook correctness ; ideas are good to the extent they align with or lead to…
https://doi.org/10.1002/sce.20320
6.
Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
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C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020104 (2012).
During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty…
https://doi.org/10.1103/PhysRevSTPER.8.020104
7.
Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
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F. Goldberg, E. Price, S. Robinson, D. Boyd-Harlow, and M. McKean, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010121 (2012).
We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment,…
https://www.per-central.org/document/ServeFile.cfm?ID=12002&DocID=2833
8.
Preliminary investigation of instructor effects on gender gap in introductory physics
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K. Kreutzer and A. Boudreaux, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010120 (2012).
Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and…
https://www.per-central.org/document/ServeFile.cfm?ID=12003&DocID=2830
9.
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.,
8
(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
10.
Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research
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J. Thompson, W. Christensen, and M. Wittmann, Phys. Rev. ST Phys. Educ. Res.,
7
(1), 010108 (2011).
We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and…
https://www.per-central.org/document/ServeFile.cfm?ID=11949&DocID=2754
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Results #1-#10 of 100+