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Materials Similar to Design And Non-design Labs: Does Transfer Occur?

• 60%: Design labs: Students' expectations and reality
• 59%: Designing a lab course from the perspective of flow theory
• 56%: Using introductory labs to engage students in experimental design
• 50%: Transforming the advanced lab: Part I - Learning goals
• 49%: Spending Time on Design: Does It Hurt Physics Learning?
• 46%: Acting like a physicist: Student approach study to experimental design
• 46%: Impact of the FIU PhysTEC Reform of Introductory Physics Labs
• 46%: Assessing ISLE Labs as an Enhancement to Traditional Large-Lecture Courses at the Ohio State University
• 46%: Assessment of vertical transfer in problem solving: Mapping the problem design space
• 46%: Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students’ beliefs about experimental physics
• 45%: The effects of a concept-construction lab course on FCI performance
• 45%: Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
• 45%: Using custom interactive video prelab activities in a large introductory lab course
• 44%: Research as a Guide for Curriculum Development: An Example from Introductory Electricity. Part II: Design of Instructional Strategies
• 44%: Using Students' Design Tasks to Develop Scientific Abilities
• 44%: Who does what now? How physics lab instruction impacts student behaviors
• 44%: Confirming what we know: Understanding questionable research practices in intro physics labs
• 43%: Measuring the impact of introductory physics labs on learning and critical thinking
• 43%: Student attitudes in a new hybrid design-based introductory physics laboratory