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1.
Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation
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T. Smith and M. Wittmann, Phys. Rev. ST Phys. Educ. Res.,
4
(2), 020101 (2008).
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation. Our goal is to propose a methodology that…
http://dx.doi.org/10.1103/PhysRevSTPER.4.020101
2.
Do students use and understand freebody diagrams?
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D. Rosengrant, A. Van Heuvelen, and E. Etkina, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 010108 (2009).
Physics education literature recommends using multiple representations to help students understand concepts and solve problems. However, there is little research concerning why…
http://dx.doi.org/10.1103/PhysRevSTPER.5.010108
3.
Intermediate Mechanics Tutorials: Vector Force Fields
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M. Wittmann and B. Ambrose 
Online Resource
This set of tutorials explores forces and potentials in three dimensions. Students develop the concepts of conservative forces and potentials. The mathematical tools of the gradient,…
http://faculty.gvsu.edu/ambroseb/research/IMTVectorFields.html
4.
Time to completion reveals problemsolving transfer
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R. Warnakulasooriya and D. Pritchard, PERC 2004 Proceedings, 205208.
Two equally skilled groups of students taking introductory mechanics solve related physics problem pairs in reverse order with respect to each other, using the webbased Socratic…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9568&DocID=3459
5.
Sample Exams And Transfer In Introductory Mechanics
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C. Koleci, PERC 2004 Proceedings, 161164.
Why do novices use examples so extensively, no matter which subject area? Examples are often helpful because they reveal how to get from problem descriptions to theoretical…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9557&DocID=3450
6.
Transfer Between Paired Problems In An Interview
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K. Gray and N. Rebello, PERC 2004 Proceedings, 157160.
This paper will cover a small portion of a larger study designed to address the issue of stability of knowledge in an interview and how it is influenced by transfer of learning. An…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9556&DocID=3449
7.
Teacher and Curriculum Factors that Influence Middle School Students' SenseMaking Discussions of Force/Motion
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C. Sandifer, PERC 2004 Proceedings, 141144.
This study investigated smallgroup discussions in an inquirybased middle school science classroom. The purpose of the study was to determine the teacher and curriculum factors that…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9553&DocID=2774
8.
Using the System Schema Representational Tool to Promote Student Understanding of Newton's Third Law
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B. Hinrichs, PERC 2004 Proceedings, 117120.
The Modeling Instruction program at Arizona State University has developed a representational tool, called a system schema, to help students make a first level of abstraction of an…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9546&DocID=3444
9.
Tracing Difficulties With Relativistically Invariant Mass To Difficulties With Vector Addition Of Momentum In Newtonian Contexts
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A. Boudreaux, PERC 2004 Proceedings, 3538.
For effective transfer of knowledge, it is necessary to break the transfer of conceptual difficulties. In physics courses that include special relativity, students are expected to…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9526&DocID=3467
10.
Comparing Three Methods for Teaching Newton’s Second Law
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M. Wittmann and M. Anderson, PERC 2009 Proceedings, 301304.
As a followup to a study comparing learning of Newton’s Third Law when using three different forms of tutorial instruction, we have compared student learning of Newton’s Second Law…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9512&DocID=1385

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Results #1#10 of 100+