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Results #1-#10 of 100+
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1.
Some aspects of students' conceptions and difficulties about differentials
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M. Artigue, Eur. J. Phys.,
11
(5), 262-267.
Students' conceptions and difficulties about differentials have been investigated in mathematics and physics in an interdisciplinary investigation. The first results suggest that…
https://doi.org/10.1088/0143-0807/11/5/002
2.
Identifying student resources for reasoning microscopically about heat and temperature
[ Conference Proceedings ]
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Byline:
A. Alesandrini, T. Huynh, L. Bauman, and A. Robertson
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A. Alesandrini, T. Huynh, L. Bauman, and A. Robertson, PERC 2022 Proceedings, 37-43.
We identify three conceptual resources that introductory physics students in our sample commonly use when reasoning microscopically about thermal physics topics: 1) differences will…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=16206&DocID=55...
3.
“Rules without a Reason”: ODEs in a concept image framework
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A. Fung and M. Loverude
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A. Fung and M. Loverude, PERC 2022 Proceedings, 188-193.
Elementary ODEs are seen as prerequisite knowledge gained from the introductory calculus sequence for any physics student entering the upper division. In this paper, we provide…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=16230&DocID=55...
4.
Graduate student understanding of quantum mechanical spin
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A. Heckler and C. Porter
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A. Heckler and C. Porter, PERC 2022 Proceedings, 224-229.
A framework of cyclic observation and triangulation was applied over a period of 4 years to graduate student difficulties related to quantum spin, in which numerous in-class…
https://www.compadre.org/portal/document/ServeFile.cfm?ID=16237&DocID=56...
5.
Comparing conceptual understanding across institutions with module analysis
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C. Wheatley, J. Wells, D. Pritchard, and J. Stewart, Phys. Rev. Phys. Educ. Res.,
18
(2), 020132 (2022).
The Force Concept Inventory (FCI) is a popular multiple-choice instrument used to measure a student’s conceptual understanding of Newtonian mechanics. Recently, a network analytic…
https://doi.org/10.1103/PhysRevPhysEducRes.18.020132
6.
Student understanding of the angular momentum of classical particles
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H. Close and P. Heron, Am. J. Phys.,
79
(10), 1068-1078 (2011).
Students in introductory calculus-based physics were asked about the angular momentum of a particle traveling in a straight line. The tendency to state that the angular momentum is…
https://doi.org/10.1119/1.3579141
7.
Student understanding of the ideal gas law, Part I: A macroscopic perspective
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C. Kautz, P. Heron, M. Loverude, and L. McDermott, Am. J. Phys.,
73
(11), 1055-1063 (2005).
Our findings from a long-term investigation indicate that many students cannot properly interpret or apply the ideal gas law after instruction in introductory physics and chemistry…
https://doi.org/10.1119/1.2049286
8.
Student understanding of the ideal gas law, Part II: A microscopic perspective
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C. Kautz, P. Heron, P. Shaffer, and L. McDermott, Am. J. Phys.,
73
(11), 1064-1071 (2005).
Evidence from research indicates that many undergraduate science and engineering majors have seriously flawed microscopic models for the pressure and temperature in an ideal gas. In…
https://doi.org/10.1119/1.2060715
9.
Student understanding of static equilibrium: Predicting and accounting for balancing
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L. Ortiz, P. Heron, and P. Shaffer, Am. J. Phys.,
73
(6), 545-553 (2005).
We report on an investigation of student ability to account for static equilibrium in the simple familiar case in which an object is balanced on a frictionless pivot or fulcrum.…
https://doi.org/10.1119/1.1862640
10.
Do advanced physics students learn from their mistakes without explicit intervention?
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A. Mason and C. Singh, Am. J. Phys.,
78
(7), 760-767 (2010).
This article discusses a case study in which 14 advanced undergraduate physics students taking an honor-level quantum mechanics course were given the same four problems on midterm…
https://doi.org/10.1119/1.3318805
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Results #1-#10 of 100+