login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
First-Day Questions for the Learner-Centered Classroom
35%
:
Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
35%
:
Blogging in the physics classroom: A research-based approach to shaping students’ attitudes toward physics
33%
:
Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
32%
:
'You Understand, but You Don't Believe It': Tracing the Stabilities and Instabilities of Interaction in a Physics Classroom Through a Multidimensional Framework
32%
:
Towards Understanding Classroom Culture: Students’ Perceptions of Tutorials
32%
:
Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context
32%
:
Types of explanations students use to explain answers to conceptual physics questions
31%
:
Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students
31%
:
Expectancy violation in physics and mathematics classes in a student-centered classroom
31%
:
Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
31%
:
Identity, Topical Interest, and Classroom Dynamics as Supports of Transformative Experiences
31%
:
Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach
31%
:
Student Self-Assessment and Reflection in a Learner Controlled Environment
31%
:
Developing student attitudes in the first-year physics laboratory
31%
:
Student experiences in traditional and active learning classrooms in introductory physics courses
31%
:
Improving STEM self-efficacy with a scalable classroom intervention targeting growth mindset and success attribution
31%
:
Inquiring Astronomy: Incorporating Student-Centered Pedagogical Techniques in an Introductory College Science Course
30%
:
Designing effective questions for classroom response system teaching
30%
:
Introduction of interactive learning into French university physics classrooms