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Results #1-#10 of 100+
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1.
Effectiveness of different tutorial recitation teaching methods and its implications for TA training
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PER Literature
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K. Koenig, R. Endorf, and G. Braun, Phys. Rev. ST Phys. Educ. Res.,
3
(1), 010104 (2007).
We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our…
https://doi.org/10.1103/PhysRevSTPER.3.010104
2.
Link maps and map meetings: Scaffolding student learning
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C. Lindstrøm and M. Sharma, Phys. Rev. ST Phys. Educ. Res.,
5
(1), 010102 (2009).
With student numbers decreasing and traditional teaching methods having been found inefficient, it is widely accepted that alternative teaching methods need to be explored in…
https://doi.org/10.1103/PhysRevSTPER.5.010102
3.
Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
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J. Gaffney, A. Gaffney, and R. Beichner, Phys. Rev. ST Phys. Educ. Res.,
6
(1), 010102 (2010).
We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of…
https://doi.org/10.1103/PhysRevSTPER.6.010102
4.
Assessing ISLE Labs as an Enhancement to Traditional Large-Lecture Courses at the Ohio State University
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D. Demaree and Y. Lin, PERC 2005 Proceedings, 105-108.
At the Ohio State University (OSU), some laboratory sections were replaced with Investigative Science Learning Environment (ISLE) labs during the 3-quarter calculus-based…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=8938&DocID=3482
5.
Effect of instructional environment on physics students’ representational skills
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P. Kohl and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
2
(1) (2006).
In a recent study we showed that physics students’ problem-solving performance can depend strongly on problem representation, and that giving students a choice of problem…
https://doi.org/10.1103/PhysRevSTPER.2.010102
6.
Emphasizing the Social Aspects of Learning to Foster Success of Students at Risk
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S. White Brahmia and E. Etkina, PERC 2001 Proceedings.
This paper, presented at the 2001 Physics Education Research Conference, offers discussion about the factors that put students at risk of failure in introductory physics courses, and…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=4382&DocID=1024
7.
Class Size Effects in Active Learning Physics Courses
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C. De Leone, W. Potter, C. Ishikawa, J. Blickenstaff, and P. Hession, PERC 2001 Proceedings.
With the growth of the University of California, Davis, we have been forced to seek more space for our active learning based lower-division discussion/laboratories. Our new room…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=4317&DocID=1022
8.
An Activity-based Curriculum for Large Introductory Physics Classes: The SCALE-UP Project
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J. Saul and R. Beichner, PERC 2001 Proceedings.
This article offers a description of the activities involved in the Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project and describes some of…
https://www.compadre.org/PER/document/ServeFile.cfm?ID=4296&DocID=1041
9.
Classroom demonstrations: Learning tools or entertainment?
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C. Crouch, A. Fagen, J. Callan, and E. Mazur, Am. J. Phys.,
72
(6), 835-838 (2004).
We compared student learning from different modes of presenting classroom demonstrations to determine how much students learn from traditionally presented demonstrations, and whether…
https://doi.org/10.1119/1.1707018
10.
Examining the development of scientific reasoning in ninth-grade physical science students
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S. Westbrook and L. Rogers, J. Res. Sci. Teaching,
31
(1), 65-76 (2006).
This study-was designed to test the hypothesis that descriptive learning cycles are neither sufficient to stimulate students to reason at a formal operational level nor to encourage…
https://doi.org/10.1002/tea.3660310107
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Results #1-#10 of 100+
