Materials Similar to Faculty Conceptions About the Teaching and Learning of Problem Solving in Introductory Calculus-Based Physics

home » Detail Page » Similar Materials

Materials Similar to Faculty Conceptions About the Teaching and Learning of Problem Solving in Introductory Calculus-Based Physics

63%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
57%: Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs
56%: Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core
55%: Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis
52%: Equitable approach to introductory calculus-based physics courses focused on problem solving
52%: An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process
49%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
48%: Graduate teaching assistants’ views of broken-into-parts physics problems: Preference for guidance overshadows development of self-reliance in problem solving
46%: Context Rich Problems: Teaching Introductory Physics Through Problem Solving
46%: Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
45%: Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs
45%: Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
44%: Template for teaching and assessment of problem solving in introductory physics
43%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
42%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
42%: Instructors' reasons for choosing problem features in a calculus-based introductory physics course
42%: Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
42%: Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices
41%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer