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American Journal of Physics
written by Bradley S. Ambrose
The conceptual understanding and reasoning skills of advanced undergraduates as they make the transition from a traditional sequence in introductory calculus-based physics to their first course in upper-level mechanics are probed. The results thus far are consistent with findings from other investigations in upper-division courses, which indicate that persistent difficulties with fundamental concepts can hinder meaningful learning of advanced topics. To address this problem, the tutorial approach developed at the University of Washington has been adapted and incorporated into the intermediate mechanics course at Grand Valley State University. This modification has produced promising results.
American Journal of Physics: Volume 72, Issue 4, Pages 453-459
Subjects Levels Resource Types
Education Foundations
- Alternative Conceptions
Education Practices
- Instructional Material Design
- Pedagogy
General Physics
- Physics Education Research
- Upper Undergraduate
- Instructional Material
= Instructor Guide/Manual
= Lesson/Lesson Plan
= Tutorial
Intended Users Formats Ratings
- Educators
- Researchers
- text/html
- application/pdf
- application/postscript
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Available by subscription
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© 2004 American Journal of Physics
Additional information is available.
DOI:
10.1119/1.1648684
Keywords:
calculus, mechanics, physics education, physics fundamentals, teaching
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
September 27, 2007 by Rebecca Barbato
Last Update
when Cataloged:
April 1, 2004
Other Collections:

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Record Link
AIP Format
B. Ambrose, , Am. J. Phys. 72 (4), 453 (2004), WWW Document, (https://doi.org/10.1119/1.1648684).
AJP/PRST-PER
B. Ambrose, Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction, Am. J. Phys. 72 (4), 453 (2004), <https://doi.org/10.1119/1.1648684>.
APA Format
Ambrose, B. (2004, April 1). Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction. Am. J. Phys., 72(4), 453-459. Retrieved March 29, 2024, from https://doi.org/10.1119/1.1648684
Chicago Format
Ambrose, Bradley S.. "Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction." Am. J. Phys. 72, no. 4, (April 1, 2004): 453-459, https://doi.org/10.1119/1.1648684 (accessed 29 March 2024).
MLA Format
Ambrose, Bradley S.. "Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction." Am. J. Phys. 72.4 (2004): 453-459. 29 Mar. 2024 <https://doi.org/10.1119/1.1648684>.
BibTeX Export Format
@article{ Author = "Bradley S. Ambrose", Title = {Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction}, Journal = {Am. J. Phys.}, Volume = {72}, Number = {4}, Pages = {453-459}, Month = {April}, Year = {2004} }
Refer Export Format

%A Bradley S. Ambrose %T Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction %J Am. J. Phys. %V 72 %N 4 %D April 1, 2004 %P 453-459 %U https://doi.org/10.1119/1.1648684 %O text/html

EndNote Export Format

%0 Journal Article %A Ambrose, Bradley S. %D April 1, 2004 %T Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction %J Am. J. Phys. %V 72 %N 4 %P 453-459 %8 April 1, 2004 %U https://doi.org/10.1119/1.1648684


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