J. Guisasola, J. Zubimendi, and K. Zuza, Phys. Rev. ST Phys. Educ. Res., 6 (2), 020102 (2010).
We examine the pedagogical suitability of introducing a teaching sequence for the concept of electrical capacitance within the context of charging a body. This short sequence targets…
D. Brookes and E. Etkina, Science, 330 (10), 605-606 (2010).
This article presents and explains the physics learning system called Investigative Science Learning Environment (ISLE), which features carefully selected observational videos as a…
A. Carmichael, J. Chini, N. Rebello, and S. Puntambekar, PERC 2010 Proceedings, 89-92.
Often computer simulation environments present students with an idealized version of the real world which can affect students' conceptual understanding. In this study we investigate…
N. Podolefsky, K. Perkins, and W. Adams, Phys. Rev. ST Phys. Educ. Res., 6 (2), 020117 (2010).
This paper extends prior research on student use of computer simulations (sims) to engage with and explore science topics, in this case wave interference. We describe engaged…
I. Beatty, W. Gerace, W. Leonard, and R. Dufresne, Am. J. Phys., 74 (1), 31-39 (2006).
Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and…
M. Smith, W. Wood, W. Adams, C. Wieman, J. Knight, N. Guild, and T. Su, Science, 323 (5910), 122-124 (2009).
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct…
