written by
Molly Johnson
"Practice makes perfect, but only if you do it right." Typical physics students practice extensively through the large quantities of homework they do. But research in introductory physics instruction shows that despite this practice, students often do not learn much in introductory physics. Students often do not focus their practice on the skills (such as concept interpretation, and generating a physical representation of a problem) that they need in order to solve physics problems flexibly and reliably. They often focus their practice instead on simply getting an answer. By omitting practice of important skills, it is likely that those skills will not be learned. This paper identifies communication difficulties between students and between students and instructors as important sources of barriers to achieving high-quality student practice. Some strategies to address communication difficulties in the context of small group in-class problem solving are proposed. A classroom peer-collaborative structure, Supervised Practice, that implements these strategies is described, and the impact of the classroom design on the quality of student practice is investigated.
American Journal of Physics: Volume 69, Issue S1, Pages S2-S11
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=2637">Johnson, Molly. "Facilitating high quality student practice in introductory physics." Am. J. Phys. 69, no. S1, (July 1, 2000): S2-S11.</a>
AIP Format
M. Johnson, , Am. J. Phys. 69 (S1), S2 (2001), WWW Document, (https://doi.org/10.1119/1.1286094).
AJP/PRST-PER
M. Johnson, Facilitating high quality student practice in introductory physics, Am. J. Phys. 69 (S1), S2 (2001), <https://doi.org/10.1119/1.1286094>.
APA Format
Johnson, M. (2000, July 1). Facilitating high quality student practice in introductory physics. Am. J. Phys., 69(S1), S2-S11. Retrieved April 25, 2024, from https://doi.org/10.1119/1.1286094
Chicago Format
Johnson, Molly. "Facilitating high quality student practice in introductory physics." Am. J. Phys. 69, no. S1, (July 1, 2000): S2-S11, https://doi.org/10.1119/1.1286094 (accessed 25 April 2024).
MLA Format
Johnson, Molly. "Facilitating high quality student practice in introductory physics." Am. J. Phys. 69.S1 (2001): S2-S11. 25 Apr. 2024 <https://doi.org/10.1119/1.1286094>.
BibTeX Export Format
@article{
Author = "Molly Johnson",
Title = {Facilitating high quality student practice in introductory physics},
Journal = {Am. J. Phys.},
Volume = {69},
Number = {S1},
Pages = {S2-S11},
Month = {July},
Year = {2000}
}
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%A Molly Johnson %T Facilitating high quality student practice in introductory physics %J Am. J. Phys. %V 69 %N S1 %D July 1, 2000 %P S2-S11 %U https://doi.org/10.1119/1.1286094 %O text/html
EndNote Export Format
%0 Journal Article %A Johnson, Molly %D July 1, 2000 %T Facilitating high quality student practice in introductory physics %J Am. J. Phys. %V 69 %N S1 %P S2-S11 %8 July 1, 2000 %U https://doi.org/10.1119/1.1286094 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.
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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. |
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