Detail Page

Conceptual teaching and quantitative problem solving: friends or foes?
written by Linda R. Jones, Andrew G. Miller, and J. Fred Watts
Compared the quantitative problem-solving skills of conceptually-taught and traditionally-taught introductory physics students. Found that students taught conceptually through peer instruction performed significantly better on quantitative exam questions for two out of three exams. However, the conceptually taught students were not as satisfied.
Journal of Cooperation & Collaboration in College Teaching: Volume 10, Issue 3, Pages 109-116
This non-digital resource is not presently available online.
Subjects Levels Resource Types
Education Practices
- Pedagogy
= Instructional Issues
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- text/html
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Available by subscription
Restriction:
© 2001
Accession Number:
45863449
Keywords:
Comparative Analysis, Conceptual Approach, Peer Teaching, Student Satisfaction, conceptual instruction
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
March 3, 2009 by Lyle Barbato
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
L. Jones, A. Miller, and J. Watts, J. Cooperat. Collab. Coll. Teach. 10 (3), 109 (2001), WWW Document, (https://www.compadre.org/portal/services/detail.cfm?ID=2594).
AJP/PRST-PER
L. Jones, A. Miller, and J. Watts, Conceptual teaching and quantitative problem solving: friends or foes?, J. Cooperat. Collab. Coll. Teach. 10 (3), 109 (2001), <https://www.compadre.org/portal/services/detail.cfm?ID=2594>.
APA Format
Jones, L., Miller, A., & Watts, J. (2001). Conceptual teaching and quantitative problem solving: friends or foes?. J. Cooperat. Collab. Coll. Teach., 10(3), 109-116. Retrieved December 18, 2017, from https://www.compadre.org/portal/services/detail.cfm?ID=2594
Chicago Format
Jones, L, A. Miller, and J. Watts. "Conceptual teaching and quantitative problem solving: friends or foes?." J. Cooperat. Collab. Coll. Teach. 10, no. 3, (2001): 109-116, https://www.compadre.org/portal/services/detail.cfm?ID=2594 (accessed 18 December 2017).
MLA Format
Jones, Linda R., Andrew G. Miller, and J. Fred Watts. "Conceptual teaching and quantitative problem solving: friends or foes?." J. Cooperat. Collab. Coll. Teach. 10.3 (2001): 109-116. 18 Dec. 2017 <https://www.compadre.org/portal/services/detail.cfm?ID=2594>.
BibTeX Export Format
@article{ Author = "Linda R. Jones and Andrew G. Miller and J. Fred Watts", Title = {Conceptual teaching and quantitative problem solving: friends or foes?}, Journal = {J. Cooperat. Collab. Coll. Teach.}, Volume = {10}, Number = {3}, Pages = {109-116}, Year = {2001} }
Refer Export Format

%A Linda R. Jones
%A Andrew G. Miller
%A J. Fred Watts
%T Conceptual teaching and quantitative problem solving: friends or foes?
%J J. Cooperat. Collab. Coll. Teach.
%V 10
%N 3
%D 2001
%P 109-116
%U https://www.compadre.org/portal/services/detail.cfm?ID=2594
%O text/html

EndNote Export Format

%0 Journal Article
%A Jones, Linda R.
%A Miller, Andrew G.
%A Watts, J. Fred
%D 2001
%T Conceptual teaching and quantitative problem solving: friends or foes?
%J J. Cooperat. Collab. Coll. Teach.
%V 10
%N 3
%P 109-116
%M 45863449
%U https://www.compadre.org/portal/services/detail.cfm?ID=2594


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials