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Materials Similar to Additional Evidence of Far Transfer of Scientific Reasoning Skills Acquired in a CLASP Reformed Physics Course

• 34%: Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis-Testing Skills Exist?
• 31%: Studying Transfer Of Scientific Reasoning Abilities
• 31%: Finding Evidence of Transfer with Invention Activities: Teaching the Concept of Weighted Average
• 31%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
• 31%: Transfer Of Argumentation Skills In Conceptual Physics Problem Solving
• 30%: Scientific reasoning abilities of nonscience majors in physics-based courses
• 30%: Effect of supplementary videos on scientific reasoning in a general physics course
• 30%: Adaptation and Implementation of a Radically Reformed Introductory Physics Course for Biological Science Majors: Assessing Success and Prospects for Future Implementation
• 29%: Using a parachute course to retain students in introductory physics courses
• 26%: Doing Science or Doing a Lab? Engaging Students with Scientific Reasoning during Physics Lab Experiments
• 25%: The combined effect of mathematics skills and formal operational reasoning on student performance in the general physics course
• 25%: Student Interactions Leading to Learning and Transfer: A Participationist Perspective
• 25%: Considering factors beyond transfer of conceptual knowledge
• 25%: Relationship of Scientific Reasoning to Solving Different Physics Problem Types
• 24%: Detecting Progression of Scientific Reasoning among University Science and Engineering Students
• 24%: Assessing Transfer of Learning in Problem Solving from the Perspective of Preparation for Future Learning
• 24%: Classroom features supporting free-choice transfer
• 24%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
• 23%: Instructors' reasons for choosing problem features in a calculus-based introductory physics course