Materials Similar to The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum

home » Detail Page » Similar Materials

Materials Similar to The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum

46%: The Impact of the History of Physics on Student Attitude and Conceptual Understanding of Physics
43%: Conceptual Understanding of Resistive Electric Circuits Among First-year Engineering Students
40%: Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
40%: Students' Conceptual Knowledge of Energy and Momentum
40%: How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies
38%: Improving Engineering Students’ Design Skills in a Project-Based Learning Course by Addressing Epistemological Issues
37%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
37%: Longer term impacts of transformed courses on student conceptual understanding of E&M
37%: Probing adults' conceptual understanding and transfer of learning via problem posing
37%: Exploring Student Understanding of Energy through the Quantum Mechanics Conceptual Survey
37%: A study on the impact of real, virtual and comprehensive experimenting on students’ conceptual understanding of DC electric circuits and their skills in undergraduate electricity laboratory
37%: How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
36%: How do students in an innovative principle-based mechanics course understand energy concepts?
36%: Student understanding of the work-energy and impulse-momentum theorems
36%: Open-ended versus guided laboratory activities: Impact on students’ beliefs about experimental physics
36%: The Effect of Students’ Learning Orientations on Performance in Problem Solving Pedagogical Implementations
35%: College physics students' epistemological self-reflection and its relationship to conceptual learning
35%: Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
35%: Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach