login - create an account - help

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

Materials Similar to Cultivating Problem Solving Skills via a New Problem Categorization Scheme

• 51%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
• 48%: Transfer Of Argumentation Skills In Conceptual Physics Problem Solving
• 46%: Problem Solving Skill Evaluation Instrument — Validation Studies
• 46%: Identifying Student Difficulty in Problem Solving Process via the Framework of the House Model (HM)
• 45%: Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of introductory physics students
• 45%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
• 45%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• 45%: Developing Thinking and Problem Solving Skills in Introductory Mechanics
• 45%: Pedagogy and/or technology: Making difference in improving students’ problem solving skills
• 45%: Investigating the development of problem solving skills during a freshman physics sequence
• 44%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
• 44%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 44%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
• 43%: Skills needed for reading comprehension of physics texts and their relation to problem-solving ability
• 43%: Analyzing problem solving using math in physics: Epistemological framing via warrants
• 43%: Analyzing the many skills involved in solving complex physics problems
• 42%: Developing students' physics problem-solving skills
• 42%: Teaching general learning and problem-solving skills
• 42%: 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