E. Yerushalmi, E. Cohen, K. Heller, P. Heller, and C. Henderson, Phys. Rev. ST Phys. Educ. Res., 6 (2), 020108 (2010).
This study investigates how the beliefs and values of physics faculty influence their choice of physics problems for their students in an introductory physics course. The study…
M. James, F. Barbieri, and P. Garcia, Astron. Educ. Rev., 7 (1), 37-43 (2008).
Electronic classroom response systems (CRSs) have been in use in large college lectures for over three decades. Such systems are designed to provide instructors and students with…
R. Goertzen, R. Scherr, and A. Elby, Phys. Rev. ST Phys. Educ. Res., 6 (1), 010105 (2010).
As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs), we first identify their…
E. Brewe, L. Kramer, and G. O'Brien, PERC 2010 Proceedings, 85-88.
Differences in learning gains between interactive engagement and lecture instructional practices have been well documented and yet the ways in which students participate in each of…
S. Murphy and D. Zollman, PERC 2010 Proceedings, 233-236.
One goal of undergraduate research, particularly Research Experience for Undergraduates (REU) programs, is to help students become aware of the importance of ethical conduct in…
A. Smith, J. Mestre, and B. Ross, Phys. Rev. ST Phys. Educ. Res., 6 (2), 020118 (2010).
This study explores what introductory physics students actually look at when studying worked-out examples. Our classroom experiences indicate that introductory physics students…
