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Materials Similar to Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students

• 63%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• 58%: Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics
• 54%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
• 45%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
• 45%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 45%: Developing Thinking and Problem Solving Skills in Introductory Mechanics
• 45%: Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics
• 43%: Students do not overcome conceptual difficulties after solving 1000 traditional problems
• 43%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
• 42%: Students' Perceptions of Case-Reuse Based Problem Solving in Algebra-Based Physics
• 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
• 41%: Context Rich Problems: Teaching Introductory Physics Through Problem Solving
• 41%: A conceptual physics class where students found meaning in calculations
• 40%: Developing students' physics problem-solving skills
• 40%: Developing and validating a conceptual survey to assess introductory physics students' understanding of magnetism
• 39%: Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics
• 39%: Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of introductory physics students
• 38%: Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs
• 38%: Identifying Student Difficulty in Problem Solving Process via the Framework of the House Model (HM)