login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study

• 42%: Categorization of quantum mechanics problems by professors and students
• 37%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
• 37%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 33%: The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
• 32%: Comparison of student expectations in introductory calculus-based physics courses
• 32%: Contextual details, cognitive demand and kinematic concepts: exploring concepts and characteristics of student-generated problems in a university physics course
• 32%: Supporting student quantitative skills across introductory STEM courses: faculty approaches and perceived needs
• 31%: Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course
• 31%: Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course
• 31%: Comparison of normalized gain and Cohen’s d for Force Concept Inventory results in an introductory mechanics course
• 31%: Impact on students' views of experimental physics from a large introductory physics lab course
• 30%: Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
• 29%: Using Large-Scale Classroom Research to Study Student Conceptual Learning in Mechanics and to Develop New Approaches to Learning
• 29%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• 29%: Facilitating Students’ Problem Solving across Multiple Representations in Introductory Mechanics
• 29%: Comparison of the Effectiveness of Collaborative Groups and Peer Instruction in a Large Introductory Physics Course for Science Majors
• 29%: Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study
• 29%: Using a parachute course to retain students in introductory physics courses
• 29%: 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