Materials Similar to Identifying students’ mental models of the apparent motion of the Sun and stars

home » Detail Page » Similar Materials

Materials Similar to Identifying students’ mental models of the apparent motion of the Sun and stars

56%: Design and validation of an instrument to test students’ understanding of the apparent motion of the Sun and stars
43%: Using the Lunar Phases Concept Inventory to Investigate College students' Pre-instructional Mental Models of Lunar Phases
42%: Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation
40%: Student ideas about the moon and its phases and the impact of a real 3D model of the Sun/Earth/Moon system in an introductory astronomy laboratory course
40%: Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change
32%: Identifying Student Difficulty in Problem Solving Process via the Framework of the House Model (HM)
32%: Comparing student conceptions and construction of while loops in modeling motion
31%: Model analysis of fine structures of student models: An example with Newton's third law
31%: Identifying Students' Models of Sound Propagation
31%: A Summary of Students' Mental Models and Their Applications in Contexts Pertaining to Newton's II law
31%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
31%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
31%: Student Mental Models about Conductors and Dielectrics
31%: The kinds of mental representations - models, propositions and images - used by college physics students regarding the concept of field
30%: Northern Horizon Star Motion JS Model
27%: Probing student understanding of scientific thinking in the context of introductory astrophysics
26%: A cross-age study of senior high school students' conceptions of basic astronomy concepts
26%: Identifying physics misconceptions at the circus: The case of circular motion
26%: Contribution of self-directed, naked-eye observations to students’ conceptual understanding and attitudes towards astronomy