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Results #1-#10 of 100+
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1.
Socratic Dialogs and Clicker use in an Upper-Division Mechanics Course
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V. Kuo, P. Kohl, and L. Carr, PERC 2011 Proceedings, 235-238.
The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to…
https://www.per-central.org/document/ServeFile.cfm?ID=11854&DocID=2705
2.
Finding meaningful search features for automated analysis of short responses to conceptual questions
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C. Nakamura, S. Murphy, M. Christel, S. Stevens, and D. Zollman, PERC 2011 Proceedings, 283-286.
The Pathway Active Learning Environment synthetic tutoring system is capable of collecting large numbers of students' short responses to open-ended questions. The analysis of these…
https://www.per-central.org/document/ServeFile.cfm?ID=11868&DocID=2716
3.
Towards research-based strategies for using PhET simulations in middle school physical science classes
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K. Perkins, E. Moore, N. Podolefsky, K. Lancaster, and C. Denison, PERC 2011 Proceedings, 295-298.
The PhET Interactive Simulations Project at the University of Colorado Boulder has begun a new effort to develop and research simulations ('sims') for middle school physical science.…
https://www.per-central.org/document/ServeFile.cfm?ID=11871&DocID=2719
4.
Following Student Gaze Patterns in Physical Science Lectures
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D. Rosengrant, D. Hearrington, K. Alvarado, and D. Keeble, PERC 2011 Proceedings, 323-326.
This study investigates the gaze patterns of undergraduate college students attending a lecture-based physical science class to better understand the relationships between gaze and…
https://www.per-central.org/document/ServeFile.cfm?ID=11878&DocID=2725
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.
Improving students’ understanding of quantum measurement. II. Development of research-based learning tools
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G. Zhu and C. Singh, Phys. Rev. ST Phys. Educ. Res.,
8
(1), 010118 (2012).
We describe the development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials and peer-instruction tools to reduce students’…
https://www.per-central.org/document/ServeFile.cfm?ID=11910&DocID=2810
7.
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.,
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(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
8.
Controlled study on the effectiveness of multimedia learning modules for teaching mechanics
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H. Sadaghiani, Phys. Rev. ST Phys. Educ. Res.,
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(1), 010103 (2012).
We have investigated the impact of using multimedia learning modules (MLM) on the learning of students enrolled in introductory physics courses at California State Polytechnic…
https://www.per-central.org/document/ServeFile.cfm?ID=11924&DocID=2820
9.
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.,
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(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
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+
