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American Journal of Physics
written by Bradley S. Ambrose
The conceptual understanding and reasoning skills of advanced undergraduates as they make the transition from a traditional sequence in introductory calculus-based physics to their first course in upper-level mechanics are probed. The results thus far are consistent with findings from other investigations in upper-division courses, which indicate that persistent difficulties with fundamental concepts can hinder meaningful learning of advanced topics. To address this problem, the tutorial approach developed at the University of Washington has been adapted and incorporated into the intermediate mechanics course at Grand Valley State University. This modification has produced promising results.
American Journal of Physics: Volume 72, Issue 4, Pages 453-459
Subjects ADS Supplements Resource Types
Education - Applied Research
- Instructional Material Design
- Pedagogy
Education - Basic Research
- Alternative Conceptions
General Physics
- Physics Education Research
- Instructional Material
= Instructor Guide/Manual
= Lesson/Lesson Plan
= Tutorial
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© 2004 American Journal of Physics
Additional information is available.
DOI:
10.1119/1.1648684
Keywords:
calculus, mechanics, physics education, physics fundamentals, teaching
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
September 27, 2007 by Rebecca Barbato
Last Update
when Cataloged:
April 1, 2004
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Record Link
AIP Format
B. Ambrose, Am. J. Phys. 72 (4), 453 (2004), WWW Document, (http://dx.doi.org/10.1119/1.1648684).
AJP/PRST-PER
B. Ambrose, Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction Am. J. Phys. 72 (4), 453 (2004), <http://dx.doi.org/10.1119/1.1648684>.
APA Format
Ambrose, B. (2004, April 1). Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction. Am. J. Phys., 72(4), 453-459. Retrieved September 1, 2014, from http://dx.doi.org/10.1119/1.1648684
Chicago Format
Ambrose, Bradley S.. "Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction." Am. J. Phys. 72, no. 4, (April 1, 2004): 453-459, http://dx.doi.org/10.1119/1.1648684 (accessed 1 September 2014).
MLA Format
Ambrose, Bradley S.. "Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction." Am. J. Phys. 72.4 (2004): 453-459. 1 Sep. 2014 <http://dx.doi.org/10.1119/1.1648684>.
BibTeX Export Format
@article{ Author = "Bradley S. Ambrose", Title = {Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction}, Journal = {Am. J. Phys.}, Volume = {72}, Number = {4}, Pages = {453-459}, Month = {April}, Year = {2004} }
Refer Export Format

%A Bradley S. Ambrose
%T Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction
%J Am. J. Phys.
%V 72
%N 4
%D April 1, 2004
%P 453-459
%U http://dx.doi.org/10.1119/1.1648684
%O text/html

EndNote Export Format

%0 Journal Article
%A Ambrose, Bradley S.
%D April 1, 2004
%T Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction
%J Am. J. Phys.
%V 72
%N 4
%P 453-459
%8 April 1, 2004
%U http://dx.doi.org/10.1119/1.1648684


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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