Materials Similar to Investigating Students' Ideas About X-rays While Developing Teaching Materials for a Medical Physics Course
- 34%: Investigating Students' Ideas about Wavefront Aberrometry
- 34%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 32%: Examining the Evolution of Student Ideas About Quantum Tunneling
- 32%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
- 31%: Understanding How Students Use Physical Ideas in Introductory Biology Courses
- 29%: Helping students develop an understanding of Archimedes' principle. I. Research on student understanding
- 29%: Helping students develop an understanding of Archimedes' principle. II. Development of research-based instructional materials
- 29%: Concept substitution: A teaching strategy for helping students disentangle related physics concepts
- 28%: Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students
- 28%: Student ideas about the moon and its phases and the impact of a real 3D model of the Sun/Earth/Moon system in an introductory astronomy laboratory course
- 27%: Displacement, velocity, and frames of reference: Students' understanding and some implications for teaching and assessment
- 27%: Measuring Student Effort and Engagement in an Introductory Physics Course
- 27%: What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course
- 26%: Analysis of students' processes of confirmation and falsification of their prior ideas about electrostatics
- 26%: Using the Resources of the Student at the Urban, Comprehensive University to Develop an Effective Instructional Environment
- 26%: Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course
- 26%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
- 25%: "After I gave students their prior knowledge" Pre-service teachers' conceptions of student prior knowledge
