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Results #1-#10 of 100+
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Development and Evaluation of Clicker Methodology for Introductory Physics Courses 
  
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A. Lee - Thesis
Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally…
https://www.per-central.org/document/ServeFile.cfm?ID=10358&DocID=1838
The Use of a Web-Based Classroom Interaction System in Introductory Physics Classes 
  
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E. Corpuz and R. Rosalez, PERC 2010 Proceedings, 109-112.
A web-based interaction system was used in algebra-based and calculus-based physics classes to enhance students' classroom interaction. The interactive teaching approach primarily…
https://www.per-central.org/document/ServeFile.cfm?ID=10401&DocID=1873
Pilot Testing of the Pathway Active Learning Environment 
  
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C. Nakamura, S. Murphy, D. Zollman, M. Christel, and S. Stevens, PERC 2010 Proceedings, 237-240.
We present an initial analysis of data taken to test the technical functionality and student usability of an interactive synthetic tutoring system administered online. The system…
https://www.per-central.org/document/ServeFile.cfm?ID=10462&DocID=1922
Comparing Educational Tools Using Activity Theory: Clickers and Flashcards 
  
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E. Price, C. De Leone, and N. Lasry, PERC 2010 Proceedings, 265-268.
Physics educators and researchers have recently begun to distinguish between pedagogical approaches and the educational technologies that are used to implement them. For instance,…
https://www.per-central.org/document/ServeFile.cfm?ID=10469&DocID=1929
The use of concept tests and peer instruction in upper-division physics 
  
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S. Pollock, S. Chasteen, M. Dubson, and K. Perkins, PERC 2010 Proceedings, 261-264.
Many upper-division courses at the University of Colorado now regularly use peer instruction in the form of clicker questions during lectures. Particular attention has been paid to…
https://www.per-central.org/document/ServeFile.cfm?ID=10470&DocID=1928
American Journal of Physics
Developing and Researching PhET simulations for Teaching Quantum Mechanics 
  
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S. McKagan, K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, and C. Wieman, Am. J. Phys., 76 (4), 406-417 (2008).
Quantum mechanics is difficult to learn because it is counter-intuitive, hard to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project,…
https://www.per-central.org/document/ServeFile.cfm?ID=10278&DocID=1780
Effects of a Prior Virtual Experience on Students’ Interpretations of Real Data 
  
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J. Chini, A. Carmichael, E. Gire, N. Rebello, and S. Puntambekar, PERC 2010 Proceedings, 97-100.
Our previous work has shown that experimentation with virtual manipulatives supports students’ conceptual learning about simple machines differently than experimentation with…
https://www.per-central.org/document/ServeFile.cfm?ID=10395&DocID=1866
Student Use of Physics to Make Sense of Incomplete but Functional VPython Programs in a Lab Setting 
  
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S. Weatherford - Thesis
Computational activities in Matter & Interactions, an introductory calculus-based physics course, provide students with experience applying a small set of fundamental principles to…
https://www.per-central.org/document/ServeFile.cfm?ID=11184&DocID=3062
American Journal of Physics
The effect of grading incentive on student discourse in Peer Instruction 
  
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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
American Journal of Physics
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
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Results #1-#10 of 100+