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1.
Paradigms in Physics: E&M Activities
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Editor: C. Manogue; Publisher: Paradigms in Physics Program -
Online Resource
This web page provides a list of learning activities for Junior level Electricity and Magnetism classes. Each activity includes a description and learning goals, guides for…
http://sites.science.oregonstate.edu/physics/portfolioswiki/topic:electr...
2.
Self-Diagnosis, Scaffolding and Transfer in a More Conventional Introductory Physics Problem
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E. Yerushalmi, A. Mason, E. Cohen, and C. Singh, PERC 2009 Proceedings, 23-26.
Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In that case, the…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9903&DocID=1535
3.
Cognitive Issues in Learning Advanced Physics: An Example from Quantum Mechanics
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C. Singh and G. Zhu, PERC 2009 Proceedings, 63-66.
We are investigating cognitive issues in learning quantum mechanics in order to develop effective teaching and learning tools. The analysis of cognitive issues is particularly…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9902&DocID=1534
4.
Evolution of Theoretical Perspectives in My Research
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V. Otero, PERC 2009 Proceedings, 35-38.
Over the past 10 years I have been using socio-cultural theoretical perspectives to understand how people learn physics in a highly interactive, inquiry-based physics course such as…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9896&DocID=1528
5.
Observations of General Learning Patterns in an Upper-Level Thermal Physics Course
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D. Meltzer, PERC 2009 Proceedings, 31-34.
I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9895&DocID=1527
6.
Cognitive Development at the Middle-Division Level
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C. Manogue and E. Gire, PERC 2009 Proceedings, 19-22.
One of the primary goals, as students transition from the lower-division to upper-division courses is to facilitate the cognitive development needed for work as a physicist. The…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9893&DocID=1525
7.
A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
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S. Chasteen and S. Pollock, PERC 2009 Proceedings, 7-10.
As part of our efforts to systematically improve our junior-level Electricity & Magnetism I (Electro- and Magneto-Statics) course, we have developed a conceptual instrument, the CUE…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9892&DocID=1524
8.
Learning about Student Learning in Intermediate Mechanics: Using Research to Improve Instruction
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B. Ambrose, PERC 2009 Proceedings, 3-6.
Ongoing research in physics education has demonstrated that physics majors often do not develop a working knowledge of basic concepts in mechanics, even after standard instruction in…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9891&DocID=1523
9.
The Biology of Physics: What the Brain Reveals about Our Understanding of the Physical World
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K. Dunbar, PERC 2009 Proceedings, 15-18.
Fundamental concepts in physics such as Newtonian mechanics are surprisingly difficult to learn and discover. Over the past decade we have used an educational neuroscience approach…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9890&DocID=1522
10.
The Construction of Causal Schemes: A Cognitive Analysis with a Dialectical Point
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A. diSessa, PERC 2009 Proceedings, 11-14.
This paper sketches a careful analysis of an exceptional classroom event where students develop, without explicit instruction, a model equivalent to Newton’s thermal law as a…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=9889&DocID=1521
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Results #1-#10 of 100+