Materials Similar to No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms
- 64%: Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses
- 41%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 41%: Gain in learning the force concept and change in attitudes toward Physics in students of the Tonala High School
- 38%: Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
- 37%: Assessing the Impact of Student Learning Style Preferences
- 37%: Research Projects In Introductory Physics: Impacts On Student Learning
- 37%: The Impact of the History of Physics on Student Attitude and Conceptual Understanding of Physics
- 36%: Context Map: A Method to Represent the Interactions Between Students' Learning and Multiple Context Factors
- 36%: How students learn from multiple contexts and definitions: Proper time as a coordination class
- 36%: The Impact of Targeting Scientific Reasoning on Student Attitudes about Experimental Physics
- 35%: Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science
- 35%: The impact of metacognitive activities on student attitudes towards experimental physics
- 34%: The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
- 34%: Students’ epistemologies about experimental physics: Validating the Colorado Learning Attitudes about Science Survey for experimental physics
- 33%: The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
- 33%: Physics By Inquiry: Addressing Student Learning and Attitude
- 33%: Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies
- 33%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
- 33%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
