login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms
41%
:
Comparing students' performance on research-based conceptual assessments and traditional classroom assessments
34%
:
Students do not overcome conceptual difficulties after solving 1000 traditional problems
34%
:
Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
34%
:
Beta-Test Data on an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading?
34%
:
Comparing Traditional and Studio Courses through FCI Gains and Losses
33%
:
Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices
33%
:
Probing adults' conceptual understanding and transfer of learning via problem posing
32%
:
Skills needed for reading comprehension of physics texts and their relation to problem-solving ability
32%
:
The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
30%
:
Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
30%
:
Exploring the role of conceptual scaffolding in solving synthesis problems
30%
:
The Effect of Students’ Learning Orientations on Performance in Problem Solving Pedagogical Implementations
30%
:
Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current
30%
:
Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
30%
:
Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
30%
:
Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
30%
:
A Conceptual Approach to Physics Problem Solving
29%
:
Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory
29%
:
Student experiences in traditional and active learning classrooms in introductory physics courses