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written by Stephen E. Kanim
This paper, presented at the 2001 Physics Education Research Conference, describes portions of an ongoing investigation into the relationship between conceptual knowledge and problem-solving ability in physics. To what degree do students apply conceptual knowledge to the solution of traditional examination and end-of-chapter physics problems? Are there instructional strategies that can facilitate this application? Finally, does an increased emphasis on developing conceptual understanding of the material underlying these problems have any impact on subsequent coursework? Researcher found that the addition of an explicit link between concepts and traditional problems can serve both to reinforce concepts and to improve student quantitative problem-solving performance.
Physics Education Research Conference 2001
Part of the PER Conference series
Rochester, New York: July 25-26, 2001
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Conceptual Assessment
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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© 2001 Stephen Kanim
Keywords:
PERC 2001, conceptual knowledge, instructional strategies, problem-solving
Record Creator:
Metadata instance created September 27, 2006 by Lyle Barbato
Record Updated:
July 6, 2013 by Lyle Barbato
Last Update
when Cataloged:
July 26, 2001
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Record Link
AIP Format
S. Kanim, presented at the Physics Education Research Conference 2001, Rochester, New York, 2001, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4319&DocID=1031).
AJP/PRST-PER
S. Kanim, Connecting Concepts About Current to Quantitative Circuit Problems presented at the Physics Education Research Conference 2001, Rochester, New York, 2001, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4319&DocID=1031>.
APA Format
Kanim, S. (2001, July 25-26). Connecting Concepts About Current to Quantitative Circuit Problems. Paper presented at Physics Education Research Conference 2001, Rochester, New York. Retrieved July 26, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4319&DocID=1031
Chicago Format
Kanim, Stephen. "Connecting Concepts About Current to Quantitative Circuit Problems." Paper presented at the Physics Education Research Conference 2001, Rochester, New York, July 25-26, 2001. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4319&DocID=1031 (accessed 26 July 2014).
MLA Format
Kanim, Stephen. "Connecting Concepts About Current to Quantitative Circuit Problems." Physics Education Research Conference 2001. Rochester, New York: 2001. of PER Conference. 26 July 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4319&DocID=1031>.
BibTeX Export Format
@inproceedings{ Author = "Stephen Kanim", Title = {Connecting Concepts About Current to Quantitative Circuit Problems}, BookTitle = {Physics Education Research Conference 2001}, Address = {Rochester, New York}, Series = {PER Conference}, Month = {July 25-26}, Year = {2001} }
Refer Export Format

%A Stephen Kanim
%T Connecting Concepts About Current to Quantitative Circuit Problems
%S PER Conference
%D July 25-26 2001
%C Rochester, New York
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4319&DocID=1031
%O Physics Education Research Conference 2001
%O July 25-26
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Kanim, Stephen
%D July 25-26 2001
%T Connecting Concepts About Current to Quantitative Circuit Problems
%B Physics Education Research Conference 2001
%C Rochester, New York
%S PER Conference
%8 July 25-26
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4319&DocID=1031


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Citation Source Information

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.

The MLA Style presented is based on information from the MLA FAQ.

Connecting Concepts About Current to Quantitative Circuit Problems:


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