login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
40%
:
Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses
37%
:
Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations
36%
:
Design principles for effective physics instruction: A case from physics and everyday thinking
31%
:
Curriculum Design for the Algebra-Based Course: Just Change the ‘D’s to Deltas?
31%
:
No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms
31%
:
Implementation of physics and everyday thinking in a high school classroom: Concepts and argumentation
30%
:
Case study of the physics component of an integrated curriculum
30%
:
Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments
30%
:
Development and Evaluation of a Large-Enrollment, Active-Learning Physics Curriculum
30%
:
An uncommon case of relevance through everyday experiences
29%
:
Reforming a large lecture modern physics course for engineering majors using a PER-based design
29%
:
Using a parachute course to retain students in introductory physics courses
28%
:
The Graduate Record Examination as an Indicator of U.S. Physics Students' Comprehension of Curriculum
28%
:
Students’ Understanding of Inclined Planes Using the CoMPASS Curriculum
27%
:
Using education research to develop waves courseware
27%
:
Teaching about Energy Through a Spiral Curriculum: Guiding Principles
27%
:
Inclusion of the Energy Thread in the Introductory Physics Curriculum: An Example of Long-Term Conceptual and Thematic Coherence
27%
:
Interpretive Themes in Quantum Physics: Curriculum Development and Outcomes
27%
:
Using cueing from question pairs to engage students in reflective thinking: An exploratory study