login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to High school students’ perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project

• 29%: Student views of what counts as doing physics in the lab
• 29%: Not engaging with problems in the lab: Students’ navigation of conflicting data and models
• 29%: Sense of agency, gender, and students’ perception in open-ended physics labs
• 28%: Seeing the Science in Children's Thinking: Case Studies of Student Inquiry and Physical Science.
• 28%: Student Perceptions of Physics by Inquiry at Ohio State
• 28%: Long-term collaboration with strong friendship ties improves academic performance in remote and hybrid teaching modalities in high school physics
• 27%: Reading between the lines: lab reports help high school students develop abilities to identify and evaluate assumptions
• 26%: From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge
• 26%: Problem-based learning in upper division courses: Student successes, perceptions, and reactions
• 26%: Students' and Instructor's Impressions of Ill-structured Capstone Projects in an Advanced Electronics Lab
• 25%: Student Perceptions of Three Different Physics by Inquiry Classes using the Laboratory Program Variables Inventory
• 25%: Introduction of interactive learning into French university physics classrooms
• 25%: Student perceptions of laboratory classroom activities and experimental physics practice
• 25%: Connecting the dots: Student social networks in introductory physics labs
• 25%: Effects of Knowledge and Persuasion on High-School Students' Attitudes Toward Nuclear Power Plants
• 25%: Project Accelerate: Increasing STEM Opportunities for Underserved High School Students
• 25%: Investigating a collaborative group exam as an instructional tool to address student reasoning difficulties that remain even after instruction
• 25%: Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
• 25%: They're not buying what we're selling: comparing student-requested supports with instructional practice during group work