login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Constructing a Model of Physics Expertise
50%
:
Using Conceptual Blending to model how we interpret computational models
47%
:
Model analysis of fine structures of student models: An example with Newton's third law
41%
:
Differences between the SCALE-UP model and instructors' perceptions of implementation
39%
:
An Explanatory Model of Physics Faculty Conceptions about the Problem-Solving Process
39%
:
How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
39%
:
Models of Math Use in Non-Academic Workplace Settings
38%
:
Dynamic Mental Models in Learning Science: The Importance of Constructing Derivational Linkages Among Models
38%
:
Video Modeling: Combining Dynamic Model Simulations with Traditional Video Analysis
38%
:
Surveying Instructors’ Attitudes and Approaches to Teaching Quantum Mechanics
38%
:
The Role of Affect in Sustaining Teachers' Attention and Responsiveness to Student Thinking
38%
:
Model-based inquiry vs. Traditional computer simulation-based instruction: Which can better help students construct the quantum-mechanical model of an atom?
38%
:
A comparison study of pre/post-test and retrospective pre-test for measuring faculty attitude change
38%
:
User-centered personas for PhysPort
38%
:
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
38%
:
Understanding physics identity development through the identity performances of Black, Indigenous, and women of color and LGBTQ+ women in physics
36%
:
Communicating scientific ideas: One element of physics expertise
36%
:
Valuing student ideas morally, instrumentally, and intellectually
36%
:
Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers
36%
:
Making of epistemologically sophisticated physics teachers: A cross-sequential study of epistemological progression from preservice to in-service teachers