login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Characterizing the 'design-science gap' in an engineering design-based laboratory unit in an introductory physics course for future engineers
41%
:
Design-based research project to develop a science and engineering education program linking field trip experiences to classroom experiences.
39%
:
Improving Engineering Students’ Design Skills in a Project-Based Learning Course by Addressing Epistemological Issues
38%
:
Results of a remedial laboratory program based on a Piaget model for engineering and science freshmen
35%
:
Student attitudes in a new hybrid design-based introductory physics laboratory
35%
:
Reforming a large lecture modern physics course for engineering majors using a PER-based design
33%
:
Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design
32%
:
Designing a lab course from the perspective of flow theory
31%
:
Introductory physics laboratory practical exam development: Investigation design, explanation, and argument
30%
:
Design Principles to Support Physics and Engineering Learning in Complementary Classrooms and Field Trip Activities
30%
:
Impact of introductory physics for the life sciences in a senior biology capstone course
29%
:
Adaptation and Implementation of a Radically Reformed Introductory Physics Course for Biological Science Majors: Assessing Success and Prospects for Future Implementation
29%
:
Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
29%
:
Using custom interactive video prelab activities in a large introductory lab course
29%
:
Student Assessment Of Laboratory In Introductory Physics Courses: A Q-sort Approach
29%
:
Open-inquiry driven overcoming of epistemological difficulties in engineering undergraduates: A case study in the context of thermal science
28%
:
The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
27%
:
Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics
27%
:
Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
27%
:
Communities of practice as a curriculum design theory in an introductory physics class for engineers