login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
How do Multimedia Hints Affect Students’ Eye Movements in Conceptual Physics Problems?
54%
:
Can short duration visual cues influence students’ reasoning and eye movements in physics problems?
49%
:
Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
47%
:
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
46%
:
Synthesis problems: role of mathematical complexity in students' problem solving strategies
43%
:
Do perceptually salient elements in physics problems influence students' eye movements and answer choices?
42%
:
Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements
40%
:
Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
40%
:
Argumentation Prompts Mediating Student Resource Use on Conceptual Problems
39%
:
Machine learning predicts responses to conceptual tasks using eye movements
37%
:
Comparing The Use Of Multimedia Animations And Written Solutions In Facilitating Problem Solving
37%
:
How prompting force diagrams discourages student use of adaptive problem-solving shortcuts
37%
:
Using student-generated content to engage students in upper-division quantum mechanics
36%
:
Using multimedia modules to better prepare students for introductory physics lecture
36%
:
The use of ACER to develop and analyze student responses to expectation value problems
35%
:
Arrows as anchors: Conceptual blending and student use of electric field vector arrows
34%
:
Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
34%
:
Using Multimedia to Teach Optics to College Students
34%
:
Using Multimedia to Teach College Students the Concepts of Electricity and Magnetism
34%
:
The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum