login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Introduction of interactive learning into French university physics classrooms
36%
:
Online teaching-learning in STEM SCALE-UP classrooms during the COVID-19 pandemic: feedback from students
35%
:
Attitudes about science and conceptual physics learning in university introductory physics courses
35%
:
Investigating how university students collaborate to compose physics problems through structured tasks
34%
:
Student experiences in traditional and active learning classrooms in introductory physics courses
34%
:
The associations between conceptual learning, physics identity and social interdependence
34%
:
Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges
34%
:
How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies
34%
:
Argumentation during active learning strategies in a SCALE-UP environment
33%
:
Connection Between Participation in Interactive Learning Environment and Learning through Teamwork
33%
:
An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes
33%
:
Identifying a preinstruction to postinstruction factor model for the Force Concept Inventory within a multitrait item response theory framework
32%
:
Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
31%
:
Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
31%
:
Characterizing active learning environments in physics: network analysis of Peer Instruction classroom using ERGMs
30%
:
Interactive learning in a higher education Level 1 mechanics module
30%
:
Workshop tutorials: Accommodating student-centered learning in large first year university physics courses
30%
:
Network centrality and student self-efficacy in an interactive introductory physics environment
30%
:
Characterizing active learning environments in physics using network analysis and classroom observations
30%
:
Towards a learning progression of energy