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Materials Similar to Upper-Division Activities That Foster “Thinking Like A Physicist”

• 39%: Investigating student ownership of projects in an upper-division physics lab course
• 38%: Instructor perspectives on iteration during upper-division optics lab activities
• 36%: Documenting and Interpreting Ways to Engage Students in ‘Thinking Like a Physicist’
• 33%: Learning to Think Like a Physicist: A Review of Research-Based Instructional Strategies
• 33%: But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism
• 33%: Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)
• 32%: Acting like a physicist: Student approach study to experimental design
• 31%: Assessment feedback: A tool to promote scientific practices in upper-division
• 30%: Teaching physicists' thinking skills in the laboratory
• 29%: Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level
• 29%: Faculty survey on upper-division thermal physics content coverage
• 27%: Transforming Upper-Division Electricity and Magnetism
• 27%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
• 27%: Using custom interactive video prelab activities in a large introductory lab course
• 26%: Student understanding of basic probability concepts in an upper-division thermal physics course
• 26%: The use of concept tests and peer instruction in upper-division physics
• 26%: Revealing Differences Between Curricula Using the Colorado Upper-Division Electrostatics Diagnostic
• 26%: Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics
• 26%: Comparative analysis of letters and reports in an upper-division lab