login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Assessing students’ epistemic logic using clause topics during problem comparison
47%
:
Assessing students' ability to solve introductory physics problems using integrals in symbolic and graphical representations
39%
:
Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
35%
:
Network Analysis of Students' Representation Use in Problem Solving
35%
:
Using Student Notecards as an Epistemological Lens
35%
:
Assessing students’ metacognitive calibration with knowledge surveys
34%
:
Expert and Novice Use of Multiple Representations During Physics Problem Solving
34%
:
Should students be provided diagrams or asked to draw them while solving introductory physics problems?
34%
:
Examination of Students’ Self-monitoring in Problem Solving
34%
:
Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
34%
:
Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics
34%
:
Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study
33%
:
Case Study: Students' Use of Multiple Representations in Problem Solving
33%
:
Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
33%
:
Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
32%
:
Promoting and assessing student metacognition in physics
32%
:
Towards an Understanding of How Students Use Representations In Physics Problem Solving
32%
:
Influence of visual cueing and outcome feedback on students’ visual attention during problem solving
32%
:
Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving
32%
:
Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving