Materials Similar to Searching for “Preparation for Future Learning” in Physics

home » Detail Page » Similar Materials

Materials Similar to Searching for “Preparation for Future Learning” in Physics

78%: Assessing Transfer of Learning in Problem Solving from the Perspective of Preparation for Future Learning
59%: Student Interactions Leading to Learning and Transfer: A Participationist Perspective
54%: Assessment lessons from K-12 education research: Knowledge representation, learning, and motivation
54%: Using isomorphic problems to learn introductory physics
53%: Talking and learning physics: Predicting future grades from network measures and Force Concept Inventory pretest scores
51%: Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem
51%: Investigating transfer of learning in advanced quantum mechanics
50%: A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application
47%: Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
45%: Talking to Learn Physics and Learning to Talk Physics
43%: Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics
43%: Correlating student interest and high school preparation with learning and performance in an introductory university physics course
43%: Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics
42%: The relationship between mathematics preparation and conceptual learning gains in physics: A possible "hidden variable" in diagnostic pretest scores
42%: Students' talk about rotational motion within and across contexts, and implications for future learning
42%: Students’ Difficulties in Transfer of Problem Solving Across Representations
41%: Method for analyzing students' utilization of prior physics learning in new contexts
41%: In search of alignment: Matching learning goals and class assessments
41%: Using conceptual blending to describe how students use mathematical integrals in physics