Materials Similar to Student responses to chain rule problems in thermodynamics
- 50%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
- 48%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 44%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
- 43%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
- 43%: The use of ACER to develop and analyze student responses to expectation value problems
- 43%: Students' choices when solving expectation value problems
- 41%: Assessment of Student Problem Solving Processes
- 41%: Students' understanding and application of the area under the curve concept in physics problems
- 41%: Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
- 38%: Upper-Division Students' Use of Separation of Variables
- 37%: Characterizing student use of differential resources in physics integration problems
- 36%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 36%: Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics
- 36%: Towards an Understanding of How Students Use Representations In Physics Problem Solving
- 35%: Student reasoning about multivariable covariation in thermodynamics
- 33%: "Like Dissolves Like": Unpacking Student Reasoning About Thermodynamic Heuristics
- 32%: Assessing Student Understanding of Partial Derivatives in Thermodynamics
- 32%: Should students be provided diagrams or asked to draw them while solving introductory physics problems?
- 32%: Student expectations in a group learning activity on harmonic motion