login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
47%
:
Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
47%
:
Synthesis problems: role of mathematical complexity in students' problem solving strategies
46%
:
Should students be provided diagrams or asked to draw them while solving introductory physics problems?
46%
:
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
45%
:
The Effect of Students’ Learning Orientations on Performance in Problem Solving Pedagogical Implementations
42%
:
To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
41%
:
A good diagram is valuable despite the choice of a mathematical approach to problem solving
41%
:
Surveying physics and astronomy students’ attitudes and approaches to problem solving
40%
:
Towards an Understanding of How Students Use Representations In Physics Problem Solving
40%
:
Do prescribed prompts prime sensemaking during group problem solving?
40%
:
Contextualizing problem-solving strategies in physics-intensive PhD research
40%
:
Attitudes Toward Problem Solving as Predictors of Student Success
39%
:
Adapting a theoretical framework for characterizing students' use of equations in physics problem solving
39%
:
Examination of Students’ Self-monitoring in Problem Solving
37%
:
Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course
36%
:
An Overview of Physics Education Research on Problem Solving
36%
:
Students' understanding and application of the area under the curve concept in physics problems
36%
:
Potential Relationship of Chosen Major to Problem Solving Attitudes and Course Performance
35%
:
Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems