login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Correlations among knowledge structures, force concept inventory, and problem-solving behaviors
48%
:
Concept-based problem solving: Making concepts the language of physics
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%
:
The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part I
45%
:
The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II
42%
:
Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices
42%
:
Use Of Structure Maps To Facilitate Problem Solving In Algebra-Based Physics
41%
:
Knowledge Structure and Problem Solving in Physics
41%
:
Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
40%
:
Schematic concepts for schematic models of the real world: The Newtonian concept of force
39%
:
Using the context of physics problem-solving to evaluate the coherence of student knowledge
39%
:
Exploring Instructor Knowledge of Student Ideas with the Force Concept Inventory
38%
:
Context Rich Problems: Teaching Introductory Physics Through Problem Solving
38%
:
Modeling Applied to Problem Solving
38%
:
Multiple Modes of Reasoning in Physics Problem Solving, with Implications for Instruction
38%
:
Sustained Effects of Solving Conceptually-scaffolded Synthesis Problems
37%
:
Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies
37%
:
Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study
36%
:
Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes