login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges
30%
:
Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
30%
:
Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement
30%
:
Effect of in-class student - student interaction on the learning of physics in a college physics course
29%
:
Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
29%
:
Small-group discussion in physics: Peer interaction modes in pairs and fours
28%
:
Team-Based Learning: A Transformative Use of Small Groups in College Teaching
26%
:
College physics students' epistemological self-reflection and its relationship to conceptual learning
26%
:
Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
25%
:
How social-media and web-accessible learning resources influence students’ experiences in a quantum physics course: A case study
25%
:
College faculty support for grade 7-12 teaching careers: survey results and comparisons to student perceptions
25%
:
A comparative study of middle school and high school students’ views about physics and learning physics
24%
:
Workshop tutorials: Accommodating student-centered learning in large first year university physics courses
24%
:
A Case Study: Novel Group Interactions through Introductory Computational Physics
23%
:
Students' interaction with computer representations: analysis of discourse in laboratory groups
23%
:
Factors Influencing Middle School Students' Sense-Making Discussions during their Small-Group Investigations of Force/Motion
23%
:
How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies
23%
:
Whole class vs. small group settings for using animations in physics: Case study comparisons
23%
:
In-class hierarchical team model as a no-cost strategy to improve student success: Integrated peer leadership program
23%
:
Using time-on-task measurements to understand student performance in a physics class: A four-year study