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Results #1-#10 of 100+
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1.
Gender disparities in second-semester college physics: The incremental effects of a "smog of bias"
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L. Kost-Smith, S. Pollock, and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020112 (2010).
Our previous research examined gender differences in introductory physics classes at the University of Colorado at Boulder. We found: (1) gender differences in several aspects of the…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=10752&DocID=22...
2.
Toolbox of activities to support students in a physics gateway course
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C. Kalman and S. Rohar, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020111 (2010).
This paper presents a set of activities, which scaffolds students to succeed in the standard Physics gateway course. The set of instructional activities that were designed included…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=10753&DocID=22...
3.
Force Concept Inventory-based multiple-choice test for investigating students' representational consistency
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P. Nieminen, A. Savinainen, and J. Viiri, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020109 (2010).
This study investigates students’ ability to interpret multiple representations consistently (i.e., representational consistency) in the context of the force concept. For this…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=10754&DocID=22...
4.
Probing students' understanding of some conceptual themes in general relativity
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A. Bandyopadhyay and A. Kumar, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020104 (2010).
This work is an attempt to see how physics undergraduates view the basic ideas of general relativity when they are exposed to the topic in a standard introductory course. Since the…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=10758&DocID=21...
5.
Impact of teaching students to use evaluation strategies
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A. Warren, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020103 (2010).
Students often make mistakes in physics courses and are expected to identify, correct, and learn from their mistakes, usually with some assistance from an instructor, textbook, or…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=10759&DocID=21...
6.
Do Concept Inventories Actually Measure Anything?
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C. Wallace and J. Bailey, Astron. Educ. Rev.,
9
(1), 010116 (2010).
Although concept inventories are among the most frequently used tools in the physics and astronomy education communities, they are rarely evaluated using item response theory (IRT).…
https://doi.org/10.3847/AER2010024
7.
Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course
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H. Fencl and K. Scheel, J. Coll. Sci. Teaching,
35
(1), 20-24 (2005).
Given the success of self-efficacy theory for predicting student success in scientific study, and the demonstrated effect that teaching approaches have on student self-efficacy in…
https://my.nsta.org/resource/?id=10.2505/4/jcst05_035_01_20
8.
The effect of grading incentive on student discourse in Peer Instruction
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M. James, Am. J. Phys.,
74
(8), 689-691 (2006).
The use of Peer Instruction to enhance lectures in large enrollment introductory college science courses has become widespread. In this technique, learner responses to multiple…
https://doi.org/10.1119/1.2198887
9.
Clickers or Flashcards: Is There Really a Difference?
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N. Lasry, Am. J. Phys.,
46
(4), 242-244 (2008).
A growing number of physics teachers are currently turning to instructional technologies such as wireless handheld response systems—colloquially called clickers. Two possible…
https://doi.org/10.1119/1.2895678
10.
Peer Instruction: From Harvard to the two-year college
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N. Lasry, E. Mazur, and J. Watkins, Am. J. Phys.,
76
(11), 1066-1069 (2008).
We compare the effectiveness of a first implementation of peer instruction (PI) in a two-year college with the first PI implementation at a top-tier four-year research institution.…
https://doi.org/10.1119/1.2978182
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Results #1-#10 of 100+