login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Impact of problem context on students’ concept definition of an expectation value
48%
:
Students' choices when solving expectation value problems
45%
:
Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
45%
:
Students' understanding and application of the area under the curve concept in physics problems
39%
:
Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
39%
:
Students’ difficulties with solving bound and scattering state problems in quantum mechanics
38%
:
The use of ACER to develop and analyze student responses to expectation value problems
37%
:
Adapting a theoretical framework for characterizing students' use of equations in physics problem solving
36%
:
Student understanding of quantum mechanical expectation values in two different curricula
35%
:
Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
35%
:
Assessment of Student Problem Solving Processes
35%
:
Student expectations in a group learning activity on harmonic motion
34%
:
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
33%
:
Student responses to chain rule problems in thermodynamics
32%
:
An Overview of Physics Education Research on Problem Solving
32%
:
Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course
32%
:
Quantifying the linguistic persistence of high and low performers in an online student forum
32%
:
Towards an Understanding of How Students Use Representations In Physics Problem Solving
32%
:
Validity of Force Concept Inventory evaluated by students’ explanations and confirmation using modified item response curve
31%
:
Mapping university students’ epistemic framing of computational physics using network analysis