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Materials Similar to Context Rich Problems: Teaching Introductory Physics Through Problem Solving

• 69%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 64%: Context Rich Problems
• 58%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
• 58%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• 53%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
• 50%: Context Rich Problems Online Archives: Linear Kinematiics
• 49%: Context Rich Problems Online Archives: Conservation of Energy and Conservation of Momentum
• 49%: Context Rich Problems Online Archives: Oscillations and Waves
• 49%: Context Rich Problems Online Archives: Electric Field and Electric Force
• 48%: Teaching Physics with the Physics Suite: Thinking Problems by Subject
• 48%: Context Rich Problems Online Archives: Force and Circular Motion at a Constant Speed
• 47%: Teaching Physics with the Physics Suite: Sample Problems
• 47%: Cooperative Group Problem Solving
• 47%: Cooperative group problem solving laboratories for introductory classes
• 47%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
• 47%: Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics
• 47%: 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
• 46%: Graduate teaching assistants’ perceptions of a context-rich introductory physics problem
• 45%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving