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Results #1-#10 of 100+
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1.
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
2.
Issues and Progress in Transforming a Middle-division Classical Mechanics/Math Methods Course
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S. Pollock, R. Pepper, and A. Marino, PERC 2011 Proceedings, 303-306.
The physics department at the University of Colorado, Boulder has recently begun the transformation of its Classical Mechanics/Math Methods course, a middle-division course taken…
https://www.per-central.org/document/ServeFile.cfm?ID=11872&DocID=2720
3.
Classical Mechanics/Math Methods I: Course Materials
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S. Pollock; Publishers: Science Education Initiative at the University of Colorado and University of Colorado at Boulder -
Online Resource
This website provides the materials to teach a transformed sophomore-level classical mechanics/math methods course. The provided course is the first semester of a two-semester…
https://physicscourses.colorado.edu/EducationIssues/ClassicalMechanics/
4.
Multiple roles of assessment in upper-division physics course reforms
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S. Pollock, R. Pepper, S. Chasteen, and K. Perkins, PERC 2011 Proceedings, 307-310.
The University of Colorado at Boulder has been involved in a systematic program of upper-division undergraduate course transformations. The role of assessment has been critical at…
https://www.per-central.org/document/ServeFile.cfm?ID=11874&DocID=2721
5.
Comparing the development of students' conceptions of pulleys using physical and virtual manipulatives
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A. Rouinfar, A. Madsen, T. Hoang, S. Puntambekar, and N. Rebello, PERC 2011 Proceedings, 331-334.
Research has shown that the concept of force in a pulley is learned equally well by students using physical and virtual manipulatives. We report on a study in which students enrolled…
https://www.per-central.org/document/ServeFile.cfm?ID=11880&DocID=2727
6.
Transforming the advanced lab: Part I - Learning goals
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B. Zwickl, N. Finkelstein, and H. Lewandowski, PERC 2011 Proceedings, 391-394.
Within the physics education research community relatively little attention has been given to laboratory courses, especially at the upper-division undergraduate level. As part of…
https://www.per-central.org/document/ServeFile.cfm?ID=11893&DocID=2740
7.
Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
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J. Watkins, J. Coffey, E. Redish, and T. Cooke, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010112 (2012).
Educators and policy makers have advocated for reform of undergraduate biology education, calling for greater integration of mathematics and physics in the biology curriculum. While…
https://doi.org/10.1103/PhysRevSTPER.8.010112
8.
Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory
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J. Chini, A. Madsen, E. Gire, N. Rebello, and S. Puntambekar, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010113 (2012).
Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have…
https://www.per-central.org/document/ServeFile.cfm?ID=11914&DocID=2829
9.
Teaching electric circuits with multiple batteries: A qualitative approach
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D. Smith and P. van Kampen, Phys. Rev. ST Phys. Educ. Res.,
7
(2), 020115 (2011).
We have investigated preservice science teachers’ qualitative understanding of circuits consisting of multiple batteries in single and multiple loops using a pretest and post-test…
https://www.per-central.org/document/ServeFile.cfm?ID=11927&DocID=2843
10.
Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory
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G. Martínez, F. Naranjo, Á. Pérez, M. Suero, and P. Pardo, Phys. Rev. ST Phys. Educ. Res.,
7
(2), 020111 (2011).
This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic…
https://www.per-central.org/document/ServeFile.cfm?ID=11931&DocID=2878
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Results #1-#10 of 100+
