login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Investigating the Relationship Between Student Difficulties with the Concept of Electric Potential and the Concept of Rate of Change

• 48%: Analysis Of Shifts In Students' Reasoning Regarding Electric Field And Potential Concepts
• 48%: Rate of Change and Electric Potential
• 48%: Investigating the Relationship between Active Learning Task Characteristics and Student Success
• 45%: Changes to equipotential diagrams to improve student ranking of electric potential
• 43%: Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students
• 43%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
• 42%: Potential difference and current in simple electric circuits: A study of student’s concepts
• 39%: Force Concept Inventory-based multiple-choice test for investigating students' representational consistency
• 39%: Development of a concept inventory to assess students' understanding and reasoning difficulties about the properties and formation of stars
• 38%: Towards characterizing the relationship between students' interest in and their beliefs about physics
• 38%: Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension
• 38%: Examining the relationship between student performance and video interactions
• 37%: Difficulties in learning the concept of electric field
• 37%: Addressing Students' Difficulties in Understanding Two Different Expressions of Gravitational Potential Energy (I): mgh & -GMm/r
• 37%: Investigating Student Difficulties with Time dependence of Expectation Values in Quantum Mechanics
• 36%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
• 36%: Investigating a collaborative group exam as an instructional tool to address student reasoning difficulties that remain even after instruction
• 35%: Exploring the relationship between exam performance and student participation/engagement in introductory mechanics
• 35%: Relationship between students’ online learning behavior and course performance: What contextual information matters?