Materials Similar to Factors Influencing Middle School Students' Sense-Making Discussions during their Small-Group Investigations of Force/Motion
- 64%: Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion
- 34%: Conceptual development about motion and force in elementary and middle school students
- 31%: Small-group discussion in physics: Peer interaction modes in pairs and fours
- 28%: Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion
- 24%: Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
- 23%: Students' interaction with computer representations: analysis of discourse in laboratory groups
- 23%: Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving
- 23%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
- 23%: Using deductive reasoning to promote the change of students' conceptions about force and motion
- 22%: Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations
- 22%: High school students' conceptual coherence of qualitative knowledge in the case of the force concept
- 22%: Does Displaying the Class Results Affect Student Discussion during Peer Instruction?
- 22%: Concepts first -- a small group approach to physics learning
- 22%: Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation
- 22%: Conceptual change among middle school students studying elementary thermodynamics
- 22%: Small-Group Teaching
- 22%: The process of conceptual change in force and motion during computer-supported physics instruction




