Materials Similar to Implications of Distributed Cognition for PER
- 51%: Cognition in Scientific and Everyday Domains: Comparison and Learning Implications
- 41%: Issues Related to Data Analysis and Quantitative Methods in PER
- 38%: Implications of a framework for student reasoning in an interview
- 38%: Evidence of embodied cognition about wave propagation
- 38%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
- 37%: Cognition for Interpreting Scientific Concepts: A Study of Acceleration
- 37%: Investigation of Student Learning in Thermodynamics and Implications for Instruction in Chemistry and Engineering
- 37%: The calculus concept inventory: a psychometric analysis and implications for use
- 35%: Displacement, velocity, and frames of reference: Students' understanding and some implications for teaching and assessment
- 35%: Cognition of an expert tackling an unfamiliar conceptual physics problem
- 33%: Pupils' understanding of simple electrical circuits: Some implications for instruction
- 33%: Effectiveness of different tutorial recitation teaching methods and its implications for TA training
- 33%: “Curriculum swaps” as a pathway into a geographically-distributed instructional community
- 32%: Criteria, Methods and Implications - Proceedings of the International Symposium on the Evaluation of Physics Education
- 32%: Physics Education Research and Human Subjects: The PER Community and Institutional Review Boards
- 32%: Using cognitive apprenticeship framework and multiple-possibility problems to enhance epistemic cognition
- 32%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
- 32%: Student Cognition in Physics Group Exams
- 30%: Development and implications of technology in reform-based physics laboratories
