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Results #1-#10 of 100+
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1.
Gender bias in the force concept inventory?
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R. Dietz, R. Pearson, M. Semak, and C. Willis, PERC 2011 Proceedings, 171-174.
Could the well-established fact that males tend to score higher than females on the Force Concept Inventory (FCI) be due to gender bias in the questions? The eventual answer to the…
https://www.per-central.org/document/ServeFile.cfm?ID=11839&DocID=2690
2.
Developing an energy assessment for elementary education majors
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T. Foster and D. Barnett, PERC 2011 Proceedings, 191-194.
In support of an NSF-CCLI program, we developed a multiple-choice efficacy assessment for the energy concept. What makes this work novel amongst the sea of energy concept assessments…
https://www.per-central.org/document/ServeFile.cfm?ID=11844&DocID=2695
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Elements of proximal formative assessment in learners' discourse about energy
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B. Harrer, R. Scherr, M. Wittmann, H. Close, and B. Frank, PERC 2011 Proceedings, 203-206.
Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom…
https://www.per-central.org/document/ServeFile.cfm?ID=11847&DocID=2698
4.
TA-designed vs. research-oriented problem solutions
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S. Lin, C. Singh, W. Mamudi, C. Henderson, and E. Yerushalmi, PERC 2011 Proceedings, 255-258.
In order to study graduate teaching assistants (TAs) beliefs and values about the design of instructor problem solutions, twenty-four TAs were provided with different solutions and…
https://www.per-central.org/document/ServeFile.cfm?ID=11859&DocID=2709
5.
Evidence of students' content reasoning in relation to measure of reform
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M. Haghanikar, S. Murphy, and D. Zollman, PERC 2011 Proceedings, 271-274.
As part of a study of the science preparation of elementary school teachers, we investigated the quality of students' reasoning and explored the relationship between sophistication…
https://www.per-central.org/document/ServeFile.cfm?ID=11866&DocID=2714
6.
Facilitating Faculty Conversations: Development of Consensus Learning Goals
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R. Pepper, S. Chasteen, S. Pollock, and K. Perkins, PERC 2011 Proceedings, 291-294.
Our upper-division course reform efforts at the University of Colorado start with expert input from non-PER faculty, and these conversations with faculty enrich and guide our course…
https://www.per-central.org/document/ServeFile.cfm?ID=11870&DocID=2718
7.
Creating Opportunities to Influence Self-Efficacy through Modeling Instruction
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V. Sawtelle, E. Brewe, R. Goertzen, and L. Kramer, PERC 2011 Proceedings, 339-342.
In this paper we present an initial analysis connecting key elements of Modeling Instruction (MI) to self-efficacy experience opportunities. Previously, we demonstrated that MI has…
https://www.per-central.org/document/ServeFile.cfm?ID=11882&DocID=2729
8.
Toward an Analytic Framework of Physics Teaching Assistants’ Pedagogical Knowledge
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B. Spike and N. Finkelstein, PERC 2011 Proceedings, 363-366.
Graduate Teaching Assistants (TAs) are the subject of increasing attention in education research, both as partners in supporting the goals of research-based curricula, and as future…
https://www.per-central.org/document/ServeFile.cfm?ID=11887&DocID=2734
9.
Faculty Perspectives about Instructor and Institutional Assessments of Teaching Effectiveness
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C. Turpen, C. Henderson, and M. Dancy, PERC 2011 Proceedings, 371-374.
Faculty and their institutions should have a shared set of metrics by which they measure teaching effectiveness. Unfortunately, the current situation at most institutions is far from…
https://www.per-central.org/document/ServeFile.cfm?ID=11889&DocID=2736
10.
Categorization of problems to assess and improve proficiency as teachers and learners
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C. Singh, Am. J. Phys.,
77
(1), 73-80 (2009).
We describe how graduate students categorize introductory mechanics problems based on the similarity of their solutions. Graduate students were asked at the end of a teaching…
https://doi.org/10.1119/1.2990668
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Results #1-#10 of 100+