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Materials Similar to Reading Time as Evidence for Mental Models in Understanding Physics

• 44%: Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change
• 43%: "Implicit action": Understanding discourse management in modeling instruction
• 42%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
• 42%: Methodological issues in eliciting blend mental models: The context of sound propagation
• 37%: Video Modeling: Combining Dynamic Model Simulations with Traditional Video Analysis
• 36%: Modeling students’ conceptual understanding of force, velocity, and acceleration
• 35%: Student understanding of time in special relativity: Simultaneity and reference frames
• 35%: Use of Physical Models to Facilitate Transfer of Physics Learning to Understand Positron Emission Tomography
• 35%: Searching for Evidence of Student Understanding
• 35%: A case of successful learning about magnetism through the use of evidence
• 34%: Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
• 33%: Mental models of electricity
• 33%: Toward a modeling theory of physics instruction
• 33%: A Summary of Students' Mental Models and Their Applications in Contexts Pertaining to Newton's II law
• 33%: Depictive Gestures as Evidence for Dynamic Mental Imagery in Four Types of Student Reasoning
• 33%: CLASS Shifts in Modeling Instruction
• 33%: Examining Student Responses for Meaningful Understanding in the Context of Wavefront Aberrometry
• 33%: Modeling Success: Building Community for Reform
• 33%: Understanding student computational thinking with computational modeling