login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
How an active-learning class influences physics self-efficacy in pre-service teachers
47%
:
Active learning in pre-class assignments: Exploring the use of interactive simulations to enhance reading assignments
46%
:
Pre-service teachers' experience with Khan Academy in introductory physics
40%
:
What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals
39%
:
Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
37%
:
Creating Opportunities to Influence Self-Efficacy through Modeling Instruction
34%
:
"After I gave students their prior knowledge" Pre-service teachers' conceptions of student prior knowledge
34%
:
Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design
34%
:
Student experiences in traditional and active learning classrooms in introductory physics courses
34%
:
Perspectives on astronomy: probing Norwegian pre-service teachers and middle school students
34%
:
Large gender differences in physics self-efficacy at equal performance levels: A warning sign?
34%
:
Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
33%
:
Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses
33%
:
A Longitudinal Study of Physics Students' Conceptions of Force in Pre-Service Training for High School Teachers
33%
:
Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement
33%
:
Connecting Self-Efficacy and Nature of Science Shifts in Undergraduate Research Experiences
33%
:
Understanding the Nuance in Disciplinary Self-Efficacy
33%
:
Improving STEM self-efficacy with a scalable classroom intervention targeting growth mindset and success attribution
32%
:
Active learning in intermediate optics through class tutorials and concept building laboratories