login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Applying analogical reasoning to introductory-level synthesis problems
53%
:
Synthesis problems: role of mathematical complexity in students' problem solving strategies
52%
:
Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
48%
:
Can short duration visual cues influence students’ reasoning and eye movements in physics problems?
44%
:
Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
42%
:
Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of introductory physics students
42%
:
Analogous Patterns of Student Reasoning Difficulties in Introductory Physics and Upper- Level Quantum Mechanics
41%
:
Reasoning Modes, Knowledge Elements and Their Interplay in Optics Problem-Solving
41%
:
Exploring the role of conceptual scaffolding in solving synthesis problems
40%
:
Instructors' reasons for choosing problem features in a calculus-based introductory physics course
38%
:
Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
34%
:
Bottlenecks in Solving Synthesis Problems
34%
:
Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students
34%
:
Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction
34%
:
Should students be provided diagrams or asked to draw them while solving introductory physics problems?
34%
:
To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
34%
:
How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
34%
:
Graduate teaching assistants’ perceptions of a context-rich introductory physics problem
34%
:
Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer
34%
:
Towards understanding learning challenges involving sign conventions in introductory level kinematics