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Materials Similar to Using disciplinary perspectives to refine conceptions of the “real world”

• 43%: Helping Students Connect Science Coursework to the "Real World"
• 34%: Student Perspectives on Using Clickers in Upper-division Physics Courses
• 34%: Refined characterization of student perspectives on quantum physics
• 34%: Using Expectancy Violation To Investigate Student Dissatisfaction In Studio Physics
• 34%: Understanding the Nuance in Disciplinary Self-Efficacy
• 31%: Changing Student Conceptions of Newton's Laws Using Interactive Video Vignettes
• 30%: Determining The Various Perspectives And Consensus Within A Classroom Using Q Methodology
• 30%: Comparing the development of students' conceptions of pulleys using physical and virtual manipulatives
• 29%: Faculty Perspectives On Using Peer Instruction: A National Study
• 28%: When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment
• 27%: Diagnosis and remediation of an alternative conception of velocity using a microcomputer program
• 27%: Schematic concepts for schematic models of the real world: The Newtonian concept of force
• 25%: Using deductive reasoning to promote the change of students' conceptions about force and motion
• 25%: Designing a lab course from the perspective of flow theory
• 25%: Using the Real-time Instructor Observing Tool (RIOT) for Reflection on Teaching Practice
• 25%: Student perspective of GTA strategies to reduce feelings of anxiousness with cold-calling
• 25%: Using custom interactive video prelab activities in a large introductory lab course
• 25%: Vernier caliper and micrometer computer models using Easy Java Simulation and its pedagogical design feature-ideas to augment learning with real instruments
• 25%: Student perspective about the impacts of feedback