login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to ISLE-inspired Design Laboratory Transformation at Princeton University: Year Two Results

• 35%: Developing student attitudes in the first-year physics laboratory
• 33%: Open-ended versus guided laboratory activities: Impact on students’ beliefs about experimental physics
• 33%: Assessing ISLE Labs as an Enhancement to Traditional Large-Lecture Courses at the Ohio State University
• 33%: Student attitudes in a new hybrid design-based introductory physics laboratory
• 33%: Introductory physics laboratory practical exam development: Investigation design, explanation, and argument
• 31%: Effectiveness of flipped classroom techniques in an advanced laboratory physics course
• 30%: The long-term effects of learning in an ISLE approach classroom
• 29%: Designing a lab course from the perspective of flow theory
• 28%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
• 28%: Initial Replication Results Of Learning Assistants In University Physics
• 28%: Extending positive CLASS results across multiple instructors and multiple classes of Modeling Instruction
• 26%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
• 26%: Communicating scientific ideas: tutorials for professionally-styled laboratory reports
• 26%: Results of a remedial laboratory program based on a Piaget model for engineering and science freshmen
• 26%: Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
• 25%: Effects of two different types of physics learning on the results of CLASS test
• 25%: Extreme Learning Assistants: Students' Perceptions of Their Undergraduate Laboratory Instructors
• 25%: What’s happening in traditional and inquiry-based introductory labs? An integrative analysis at a large research university
• 25%: Student perceptions of laboratory classroom activities and experimental physics practice