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Results #1-#10 of 100+
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1.
SEI: Junior E&M I Course Materials - Student Difficulties
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S. Pollock, S. Chasteen, E. Kinney, and M. Dubson; Publisher: Science Education Initiative at the University of Colorado -
Online Resource
This is a collection of student difficulties identified in a junior-level Electricity and Magnetism course during four semesters of a curriculum transformation project. These…
https://www.physport.org/curricula/CUBoulder/EM1
2.
Instructors’ Beliefs and Values about Learning Problem Solving
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P. Heller, K. Heller, C. Henderson, V. Kuo, and E. Yerushalmi, PERC 2001 Proceedings.
This paper presents preliminary hypotheses about a common core of faculty beliefs about how their students learn to solve problems in their introductory courses. Using a process of…
https://www.per-central.org/document/ServeFile.cfm?ID=10221&DocID=1761
3.
Instructors’ Ideas about Problem Solving – Setting Goals
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C. Henderson, K. Heller, P. Heller, V. Kuo, and E. Yerushalmi, PERC 2001 Proceedings.
This paper presents preliminary hypotheses about the relationship between faculty goals for the introductory calculus-based physics course and their beliefs about student learning of…
https://www.per-central.org/document/ServeFile.cfm?ID=10222&DocID=1762
4.
Method for analyzing students' utilization of prior physics learning in new contexts
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D. McBride, D. Zollman, and N. Rebello, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020101 (2010).
In prior research, the classification of concepts into three types—descriptive, hypothetical and theoretical—has allowed for the association of students' use of different concept…
https://www.per-central.org/document/ServeFile.cfm?ID=10863&DocID=2215
5.
Do Concept Inventories Actually Measure Anything?
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C. Wallace and J. Bailey, Astron. Educ. Rev.,
9
(1), 010116 (2010).
Although concept inventories are among the most frequently used tools in the physics and astronomy education communities, they are rarely evaluated using item response theory (IRT).…
https://doi.org/10.3847/AER2010024
6.
Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course
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H. Fencl and K. Scheel, J. Coll. Sci. Teaching,
35
(1), 20-24 (2005).
Given the success of self-efficacy theory for predicting student success in scientific study, and the demonstrated effect that teaching approaches have on student self-efficacy in…
https://my.nsta.org/resource/?id=10.2505/4/jcst05_035_01_20
7.
The effect of grading incentive on student discourse in Peer Instruction
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PER Literature
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M. James, Am. J. Phys.,
74
(8), 689-691 (2006).
The use of Peer Instruction to enhance lectures in large enrollment introductory college science courses has become widespread. In this technique, learner responses to multiple…
https://doi.org/10.1119/1.2198887
8.
Clickers or Flashcards: Is There Really a Difference?
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N. Lasry, Am. J. Phys.,
46
(4), 242-244 (2008).
A growing number of physics teachers are currently turning to instructional technologies such as wireless handheld response systems—colloquially called clickers. Two possible…
https://doi.org/10.1119/1.2895678
9.
Peer Instruction: From Harvard to the two-year college
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N. Lasry, E. Mazur, and J. Watkins, Am. J. Phys.,
76
(11), 1066-1069 (2008).
We compare the effectiveness of a first implementation of peer instruction (PI) in a two-year college with the first PI implementation at a top-tier four-year research institution.…
https://doi.org/10.1119/1.2978182
10.
Using analogies to improve the teaching performance of preservice teachers
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M. James and L. Scharmann, J. Res. Sci. Teaching,
44
(4), 565-585 (2007).
Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an…
https://doi.org/10.1002/tea.20167
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Results #1-#10 of 100+