login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Adding self-regulated learning instruction to an introductory physics class
45%
:
Learning entropy among peers through the lens of coordination class theory
42%
:
Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences
38%
:
Surveying college introductory physics students’ attitudes and approaches to problem solving
36%
:
Examination of Students’ Self-monitoring in Problem Solving
36%
:
Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
35%
:
Reflection on Problem Solving in Introductory and Advanced Physics
35%
:
How an active-learning class influences physics self-efficacy in pre-service teachers
35%
:
Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos
35%
:
Social positioning in small group interactions in an investigative science learning environment physics class
35%
:
Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
34%
:
Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS
34%
:
Learning about the Energy of a Hurricane System through an Estimation Epistemic Game
34%
:
Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
34%
:
The Use of Multiple Representations and Visualizations in Student Learning of Introductory Physics: An Example from Work and Energy
33%
:
Preliminary Results of Gender Equity Variations in a Large Active-Learning Introductory Physics Course Due to Laboratory Activity Instructions
33%
:
Using metacognitive prompts to explore student reasoning trajectories
33%
:
Students’ difficulties with the Dirac delta function in quantum mechanics
32%
:
Self-Perception of Teaching Fellows and Learning Assistants in Introductory Physics Classes
32%
:
Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving