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Results #1-#10 of 100+
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1.
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
2.
Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings
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C. Slezak, K. Koenig, R. Endorf, and G. Braun, Phys. Rev. ST Phys. Educ. Res.,
7
(2), 020116 (2011).
This paper examines the educational impact of the implementation of the tutorial activity “Changes in Energy and Momentum” from The Tutorials in Introductory Physics in five…
https://www.per-central.org/document/ServeFile.cfm?ID=11926&DocID=2853
3.
Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories
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E. Etkina, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. Hmelo-Silver, J. Learn. Sci.,
19
(1), 54-98 (2010).
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific…
https://doi.org/10.1080/10508400903452876
4.
Investigating student communities with network analysis of interactions in a physics learning center
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E. Brewe, L. Kramer, and V. Sawtelle, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010101 (2012).
Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida…
https://www.per-central.org/document/ServeFile.cfm?ID=12049&DocID=2945
5.
In search of alignment: Matching learning goals and class assessments
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D. Brookes and E. Etkina, PERC 2011 Proceedings, 11-14.
Traditionally, the goals of physics courses focused more on helping our students master the normative physics knowledge and not so much the process through which this knowledge is…
https://www.per-central.org/document/ServeFile.cfm?ID=11798&DocID=2650
6.
Designing a physics learning environment: A holistic approach
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D. Brookes and Y. Lin, PERC 2011 Proceedings, 131-134.
Physics students enter our classroom with significant learning experiences and learning goals that are just as important as their prior knowledge. Consequently, they have…
https://www.per-central.org/document/ServeFile.cfm?ID=11830&DocID=2680
7.
"Implicit action": Understanding discourse management in modeling instruction
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J. Durden, E. Brewe, and L. Kramer, PERC 2011 Proceedings, 187-190.
We present "Implicit Action", a discourse management tool, through a qualitative video analysis of a Florida International University Modeling Instruction Introductory Physics I…
https://www.per-central.org/document/ServeFile.cfm?ID=11843&DocID=2694
8.
Chronicling a successful secondary implementation of Studio Physics
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P. Kohl and V. Kuo, Am. J. Phys.,
80
(9), 832-858 (2012).
The Colorado School of Mines (CSM) has taught its first-semester calculus-based introductory physics course (Physics I) using a hybrid lecture/Studio Physics format since the spring…
https://doi.org/10.1119/1.4712305
9.
The implications of a robust curriculum in introductory mechanics
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C. Hoellwarth and M. Moelter, Am. J. Phys.,
79
(5), 540-540 (2011).
We have developed a curriculum for introductory mechanics that emphasizes interactive engagement and conceptual understanding using the studio format. As previously reported, we have…
https://doi.org/10.1119/1.3557069
10.
Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development
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Z. Hazari, R. Lock, C. Cass, and C. Beattie, PERC 2013 Proceedings, 9-12.
Many students are disempowered in physics classes finding them to be more difficult, unpleasant, narrow, and masculine when compared to other subjects. Such disempowerment can lead…
https://www.per-central.org/document/ServeFile.cfm?ID=13071&DocID=3617
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Results #1-#10 of 100+
