P. Heller, K. Heller, C. Henderson, V. Kuo, and E. Yerushalmi, PERC 2001 Proceedings.
This paper presents preliminary hypotheses about a common core of faculty beliefs about how their students learn to solve problems in their introductory courses. Using a process of…
C. Henderson, K. Heller, P. Heller, V. Kuo, and E. Yerushalmi, PERC 2001 Proceedings.
This paper presents preliminary hypotheses about the relationship between faculty goals for the introductory calculus-based physics course and their beliefs about student learning of…
D. McBride, D. Zollman, and N. Rebello, Phys. Rev. ST Phys. Educ. Res., 6 (2), 020101 (2010).
In prior research, the classification of concepts into three types—descriptive, hypothetical and theoretical—has allowed for the association of students' use of different concept…
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).…
