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Results #1-#10 of 100+
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1.
Instructor strategies to aid implementation of active learning: a systematic literature review
[ Journal Article ]
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100
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K. Nguyen, M. Borrego, C. Finelli, M. DeMonbrun, C. Crockett, S. Tharayil, P. Shekhar, C. Waters, and R. Rosenberg, Int. J. STEM Educ.,
8
(1), 9 (2021).
Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is…
https://doi.org/10.1186/s40594-021-00270-7
2.
‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of Problem Based Learning in science
[ Journal Article ]
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C. Pepper, High. Educ. Res. Dev.,
29
(6), 693-707 (2010).
This paper reports on 625 student responses and analyzes student perceptions of Problem?Based Learning during their first semester at university. The data I present outlines the…
https://doi.org/10.1080/07294360.2010.501073
3.
Evaluating a Modeling Curriculum by Using Heuristics for Productive Disciplinary Engagement
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J. Svoboda and C. Passmore, CBE Life. Sci. Educ.,
9
(3), 266-276 (2010).
The BIO2010 report provided a compelling argument for the need to create learning experiences for undergraduate biology students that are more authentic to modern science. The report…
https://doi.org/10.1187/cbe.10-03-0037
4.
Problem Based Learning In An Undergraduate Electrical Engineering Course
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Byline:
A. Yadav, M. Lundeberg, D. Subedi, and C. Bunting
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As engineering education has moved from didactic instruction to more learner-centered methodologies, new and innovative techniques are being used to teach engineering student. One…
https://peer.asee.org/problem-based-learning-in-an-undergraduate-electri...
5.
Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons
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P. Shekhar, M. Borrego, M. DeMonbrun, C. Finelli, C. Crockett, and K. Nguyen, J. Coll. Sci. Teaching,
49
(6), 45-54 (2020).
Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving student learning and retention when…
https://www.nsta.org/journal-college-science-teaching/journal-college-sc...
6.
How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers?
[ Journal Article ]
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V. Otero, F. Goldberg, and A. Johnson, J. Educ.,
181
(2), 57-89 (1999).
Systemic reform initiatives call for increased use of computers in K-12 science classrooms. It therefore becomes increasingly important to understand how particular types of computer…
https://www.jstor.org/stable/42743942
7.
Gaze patterns enhance response prediction: More than correct or incorrect
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S. Becker, S. Kuchemann, P. Klein, A. Lichtenberger, and J. Kuhn, Phys. Rev. Phys. Educ. Res.,
18
(2), 020107 (2022).
Eye tracking enables the reconstruction of eye movements and thus the analysis of visual information selection and integration processes during problem solving. In this way,…
https://doi.org/10.1103/PhysRevPhysEducRes.18.020107
8.
Coding Expediently: A Computationally Situated Epistemic Game
[ Conference Proceedings ]
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Byline:
A. Anderson, P. Pressler, and W. Lane
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A. Anderson, P. Pressler, and W. Lane, PERC 2022 Proceedings, 44-50.
As physics educators integrate computational activities, they must attend to the overarching processes that students follow when interacting with computer code. We describe one such…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=16207&DocID=55...
9.
Peer interaction facilitates co-construction of knowledge related to quantum mechanics formalism and postulates
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Byline:
M. Brundage, A. Malespina, and C. Singh
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M. Brundage, A. Malespina, and C. Singh, PERC 2022 Proceedings, 70-75.
Collaborative learning with peers can lead to students learning from each other and solving physics problems correctly not only in situations in which one student knows how to solve…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=16211&DocID=55...
10.
A case of productive confirmation framing in an introductory lab
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Byline:
I. Descamps, S. Jeon, and D. Hammer
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I. Descamps, S. Jeon, and D. Hammer, PERC 2022 Proceedings, 137-143.
Students’ framing of an activity – their understanding of “what is it that’s going on here” [1] – shapes how they act, think, and learn. Prior research suggests that framing…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=16222&DocID=55...
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Results #1-#10 of 100+