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Materials Similar to Using Johnson-Laird's cognitive framework of sense-making to characterize engineering students' mental representations in kinematics

• 33%: Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
• 30%: The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
• 29%: Towards an Understanding of How Students Use Representations In Physics Problem Solving
• 28%: Representation issues: Using mathematics in upper-division physics
• 28%: Using Student Notecards as an Epistemological Lens
• 27%: Adapting a theoretical framework for characterizing students' use of equations in physics problem solving
• 26%: Student Interpretation of the Signs of Definite Integrals Using Graphical Representations
• 26%: Making sense of quantum operators, eigenstates and quantum measurements
• 26%: Student Understanding of Cross Product Direction and Use of Right-Hand Rules: An Exploration of Representation and Context-Dependence
• 24%: A Cognitive Framework for Analyzing and Describing Introductory Students' Use and Understanding of Mathematics in Physics
• 24%: Using cognitive apprenticeship framework and multiple-possibility problems to enhance epistemic cognition
• 23%: Case Study: Students' Use of Multiple Representations in Problem Solving
• 23%: Student Representational Competence and the Role of Instructional Environment in Introductory Physics
• 23%: Students’ Difficulties in Transfer of Problem Solving Across Representations
• 23%: When and How Do Students Engage in Sense-Making in a Physics Lab
• 22%: The kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field
• 22%: Using the Lunar Phases Concept Inventory to Investigate College students' Pre-instructional Mental Models of Lunar Phases
• 22%: Making Sense of How Students Come to an Understanding of Physics: An Example from Mechanical Waves
• 22%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?