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Results #1-#10 of 53
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How students justify their knowledge in the Investigative Science Learning Environment 
  
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75.55
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PER Literature
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X. Zou, PERC 2003 Proceedings, 105-108.
This paper presents a preliminary investigation into how introductory physics students justify their knowledge in an investigative science learning environment (ISLE). ISLE attempts…
http://dx.doi.org/10.1063/1.1807265
Assessing Reflection on Practice: A Problem Solving Perspective 
  
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E. Yerushalmi and B. Eylon, PERC 2003 Proceedings, 153-156.
Reflection on practice (ROP) serves to support teachers that introduce innovative instruction into their classrooms. There is an inherent dilemma between competing goals in ROP…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=3047&DocID=2828
Understanding Data Analysis from Multiple Viewpoints: An Example from Quantum Tunneling 
  
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M. Wittmann and J. Morgan, PERC 2003 Proceedings, 3-6.
During individual clinical interviews, the interaction between researcher and interviewee leads to a specific set of data that can later be interpreted from several viewpoints. In…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=3031&DocID=2866
Students' reasoning across contexts 
  
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R. Warnakulasooriya and L. Bao, PERC 2003 Proceedings, 109-112.
We give two examples on how students' reasoning is dependent on the context of the questions. In the first example concerning the grounding of a neutral metal in the presence of a…
http://dx.doi.org/10.1063/1.1807266
Understanding Students' Poor Performance on Mathematical Problem Solving in Physics 
  
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J. Tumaniro and E. Redish, PERC 2003 Proceedings, 113-116.
This article helps explain why many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. Many physics faculty assume that the…
http://www.compadre.org/PER/document/ServeFile.cfm?ID=2984&DocID=2781
A coordination class analysis of judgments about animated motion 
  
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R. Dufresne, W. Gerace, J. Mestre, T. Thaden-Koch, and W. Leonard, PERC 2003 Proceedings, 57-60.
We use the coordination class construct to analyze interviews in which college students judged the realism of animated depictions of balls rolling on a set of tracks. We find the…
http://dx.doi.org/10.1063/1.1807253
Accounting for Errors in Model Analysis Theory: A Numerical Approach 
  
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S. Sommer and R. Lindell, PERC 2003 Proceedings, 49-52.
By studying the patterns of a group of individuals' responses to a series of multiple-choice questions, researchers can utilize Model Analysis Theory to create a probability…
http://dx.doi.org/10.1063/1.1807251
Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of introductory physics students 
  
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C. Singh, PERC 2003 Proceedings, 177-180.
We discuss the development of interactive video tutorial-based problems to help introductory physics students learn effective problem solving heuristics. The video tutorials present…
http://dx.doi.org/10.1063/1.1807283
The Development of a Physics Self-Efficacy Instrument for Use in the Introductory Classroom 
  
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K. Shaw, PERC 2003 Proceedings, 137-140.
Self-efficacy (SE) can be described as a person's belief in her/his own ability to accomplish a specific task to a given performance level, and is both content and context dependent.…
http://dx.doi.org/10.1063/1.1807273
On the Use of Phenomenography in the Analysis of Qualitative Data 
  
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M. Sharma, C. Stewart, and M. Prosser; Editors: J. Marx, S. Franklin, and K. Cummings, PERC 2003 Proceedings, 41-44.
In this paper we describe phenomenography and demonstrate its use in two separate studies; an investigation of students' understandings of gravity and a comparison of two groups of…
http://dx.doi.org/10.1063/1.1807249
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Results #1-#10 of 53