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Results #1-#10 of 100+
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1.
Implementing an epistemologically authentic approach to student-centered inquiry learning
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D. Brookes, E. Etkina, and G. Planinsic, Phys. Rev. Phys. Educ. Res.,
16
(2), 020148 (2020).
This paper discusses the theoretical framework and curriculum materials that form the basis of the Investigative Science Learning Environment (ISLE) approach to learning and teaching…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020148
2.
Research-based quantum instruction: Paradigms and Tutorials
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P. Emigh, E. Gire, C. Manogue, G. Passante, and P. Shaffer, Phys. Rev. Phys. Educ. Res.,
16
(2), 020156 (2020).
A growing body of research-based instructional materials for quantum mechanics has been developed in recent years. Despite a common grounding in the research literature on student…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020156
3.
Student recognition of interference and diffraction patterns: An eye-tracking study
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A. Susac, M. Planinić, A. Bubić, L. Ivanjek, and M. Palmovic, Phys. Rev. Phys. Educ. Res.,
16
(2), 020133 (2020).
Previous studies have demonstrated that students have difficulties in applying the wave model of light to explain single-slit diffraction and double-slit interference patterns. In…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020133
4.
Characterizing the mathematical problem-solving strategies of transitioning novice physics students
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E. Burkholder, L. Blackmon, and C. Wieman, Phys. Rev. Phys. Educ. Res.,
16
(2), 020134 (2020).
Much work has been done to characterize the reasoning of students as they solve mathematics-intensive problems and characterizing differences in expert and novice problem solving. In…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020134
5.
Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study
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C. Hoyer and R. Girwidz, Phys. Rev. Phys. Educ. Res.,
16
(2), 020124 (2020).
Simulations and virtual or remote laboratories are increasingly used in schools. The extent to which individual experimental skills can be acquired when experimenting in digital…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020124
6.
Categorical framework for mathematical sense making in physics
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J. Gifford and N. Finkelstein, Phys. Rev. Phys. Educ. Res.,
16
(2), 020121 (2020).
This paper presents a framework designed to help categorize various sense making moves, allowing for greater specificity in describing and understanding student reasoning and also in…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020121
7.
Development of a multiple-choice problem-solving categorization test for assessment of student knowledge structure
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Q. Chen, G. Zhu, Q. Liu, J. Han, Z. Fu, and L. Bao, Phys. Rev. Phys. Educ. Res.,
16
(2), 020120 (2020).
Problem-solving categorization tasks have been well studied and used as an effective tool for assessment of student knowledge structure. In this study, a traditional free-response…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020120
8.
Students’ metarepresentational competence with matrix notation and Dirac notation in quantum mechanics
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M. Wawro, K. Watson, and W. Christensen, Phys. Rev. Phys. Educ. Res.,
16
(2), 020112 (2020).
This article shares analysis regarding quantum mechanics students’ metarepresentational competence (MRC) that is expressed as they engaged in solving an expectation value problem,…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020112
9.
Assessing mathematical sensemaking in physics through calculation-concept crossover
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E. Kuo, M. Hull, A. Elby, and A. Gupta, Phys. Rev. Phys. Educ. Res.,
16
(2), 020109 (2020).
Professional problem-solving practice in physics and engineering relies on mathematical sense making—reasoning that leverages coherence between formal mathematics and conceptual…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020109
10.
Characterizing representational learning: A combined simulation and tutorial on perturbation theory
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A. Kohnle and G. Passante, Phys. Rev. Phys. Educ. Res.,
13
(2), 13 (2017).
Analyzing, constructing, and translating between graphical, pictorial, and mathematical representations of physics ideas and reasoning flexibly through them (“representational…
https://doi.org/10.1103/PhysRevPhysEducRes.13.020131
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Results #1-#10 of 100+
