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Materials Similar to Framework for Students’ Epistemological Development in Physics Experiments

• 67%: Development and results from a survey on students’ views of experiments in lab classes and research
• 58%: Examining students' personal epistemology: the role of physics experiments and relation with theory
• 57%: Students' epistemological beliefs from two studies of calculus and physics
• 53%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
• 51%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
• 51%: Development of a concept inventory to assess students' understanding and reasoning difficulties about the properties and formation of stars
• 49%: A Study of the Nature of Students' Models of Microscopic Processes in the Context of Modern Physics Experiments
• 49%: Comparing and Contrasting Different Methods for Probing Student Epistemology and Epistemological Development in Introductory Physics
• 49%: Development of a Survey Instrument to Gauge Students’ Problem-Solving Abilities
• 49%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
• 49%: Large-scale survey of Chinese precollege students' epistemological beliefs about physics: A progression or a regression?
• 48%: Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses
• 48%: Characterizing the Epistemological Development of Physics Majors
• 47%: College physics students' epistemological self-reflection and its relationship to conceptual learning
• 46%: Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career
• 46%: 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
• 45%: Development of a General Undergraduate Estimation Skills Survey (GUESS)
• 45%: Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development
• 44%: Using Expectancy Violation To Investigate Student Dissatisfaction In Studio Physics