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Results #1-#10 of 66
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1.
Bridging Cognitive And Neural Aspects Of Classroom Learning
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M. Posner, PERC 2009 Proceedings, 39-42.
A major achievement of the first twenty years of neuroimaging is to reveal the brain networks that underlie fundamental aspects of attention, memory and expertise. We examine some…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9897&DocID=1529
2.
Gender differences in the use of an online homework system in an introductory physics course
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G. Kortemeyer, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 010107 (2009).
The two genders make different use of being allowed multiple tries to solve online homework problems: male students frequently attempt to immediately solve the problem, while female…
http://dx.doi.org/10.1103/PhysRevSTPER.5.010107
3.
The Design and Validation of the Colorado Learning Attitudes about Science Survey
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W. Adams, K. Perkins, M. Dubson, N. Finkelstein, and C. Wieman, PERC 2004 Proceedings, 45-48.
The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9527&DocID=2789
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Are Students’ Responses and Behaviors Consistent?
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U. Wutchana, N. Emarat, and E. Etkina, PERC 2009 Proceedings, 305-308.
In our project we attempted to determine if students whose beliefs about physics are more expert-like and less expert-like, as judged by the CLASS survey, are different in terms of…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9511&DocID=1386
5.
Comparing Experts and Novices in Solving Electrical Circuit Problems with the Help of Eye-Tracking
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D. Rosengrant, C. Thomson, and T. Mzoughi, PERC 2009 Proceedings, 249-252.
In order to help introductory physics students understand and learn to solve problems with circuits, we must first understand how they differ from experts. This preliminary study…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9495&DocID=1372
6.
Student Choices when Learning with Computer Simulations
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N. Podolefsky, W. Adams, and C. Wieman, PERC 2009 Proceedings, 229-232.
We examine student choices while using PhET computer simulations (sims) to learn physics content. In interviews, students were given questions from the Force Concept Inventory (FCI)1…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9490&DocID=1364
7.
Applying Knowledge in New Contexts: A Comparison of Pre- and Post-Instruction Students
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D. McBride and D. Zollman, PERC 2009 Proceedings, 209-212.
This study focuses on how students apply previous learning of light and basic geometric optics to the context of wavefront aberrometry. In one aspect of this study we compared the…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9485&DocID=1358
8.
Reflection and Self-Monitoring in Quantum Mechanics
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A. Mason and C. Singh, PERC 2009 Proceedings, 197-200.
An assumed attribute of expert physicists is that they learn readily from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9483&DocID=1355
9.
Students’ Consistency of Graphical Vector Addition Method on 2-D Vector Addition Tasks
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J. Hawkins, J. Thompson, and M. Wittmann, PERC 2009 Proceedings, 161-164.
In a series of ten two-dimensional graphical vector addition questions with varying visual representations, most students stuck to a single solution method, be it correct or…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9471&DocID=1347
10.
Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center
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E. Brewe, L. Kramer, and G. O'Brien, PERC 2009 Proceedings, 105-108.
We describe our initial efforts at implementing social network analysis to visualize and quantify student interactions in Florida International University's Physics Learning Center.…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=9459&DocID=1329
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Results #1-#10 of 66
