Search Results

You may use the options below to change your display:
Alter display preferences

The following options can help you tailor your search display:

results per page
Restricted to General Topic: Education Foundations
Restricted to Specific Topic: Assessment
Close your folders

Refine your search


Narrow your results

By Subject:

By Resource Type:

By Context:
  • (1+)
  • (7+)
  • (10+)
  • (28+)
  • (97+)
  • (29+)
  • (52+)
  • (5+)

By Collection:


|  Next >>   
Results #1-#10 of 100+
sort by: relevance | subject | date | title | author
  
Match Score:
100
Byline:
J. Clark, E. Sayre, and S. Franklin
Post a comment | Relations
J. Clark, E. Sayre, and S. Franklin, PERC 2010 Proceedings, 101-104.
We present data from a between-student study on student response to questions on Newton’s Third Law given throughout the academic year. The study, conducted at Rochester Institute of…
  
Match Score:
100
Byline:
K. Cummings and J. Marx
Post a comment | Relations
K. Cummings and J. Marx, PERC 2010 Proceedings, 113-116.
We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers…
Are All Wrong FCI Answers Equivalent?  [ Conference Proceedings ]
  
Match Score:
100
Byline:
H. Dedic, S. Rosenfield, and N. Lasry
Post a comment | Relations
H. Dedic, S. Rosenfield, and N. Lasry, PERC 2010 Proceedings, 125-128.
The Force Concept Inventory (FCI) has been efficiently used to assess conceptual learning in mechanics. Each FCI question has one Newtonian answer and four wrong answers…
  
Match Score:
100
Byline:
J. de la Garza and H. Alarcon
Post a comment | Relations
J. de la Garza and H. Alarcon, PERC 2010 Proceedings, 129-132.
Considering the benefits of modeling instruction in improving conceptual learning while students work more like scientists, an implementation was made in an introductory Physics…
  
Match Score:
100
Byline:
L. Ding, N. Reay, A. Heckler, and L. Bao
Post a comment | Relations
L. Ding, N. Reay, A. Heckler, and L. Bao, PERC 2010 Proceedings, 133-136.
Students commonly have difficulty with “synthesis problems”, which require a combination of typically two concepts that are taught separately in different chapters and/or at…
  
Match Score:
100
Byline:
J. Vandervelde; Editor: University of Wisconsin - Stout
Post a comment | Relations
This is a rubric developed for middle school self-assessment and peer assessment of the research process. It provides a framework for students to evaluate their own research…
A Conceptual Approach to Physics Problem Solving  [ Conference Proceedings ]
  
Match Score:
100
Byline:
J. Docktor, N. Strand, J. Mestre, and B. Ross
Post a comment | Relations
J. Docktor, N. Strand, J. Mestre, and B. Ross, PERC 2010 Proceedings, 137-140.
Students in introductory physics courses treat problem solving as an exercise in manipulating equations, symbols, and quantities with the goal of obtaining the correct answer.…
  
Match Score:
100
Byline:
S. Garcia, A. Hankins, and H. Sadaghiani
Post a comment | Relations
S. Garcia, A. Hankins, and H. Sadaghiani, PERC 2010 Proceedings, 141-144.
The purpose of this study is to investigate student learning of Newtonian Mechanics through the study of its history and the development of the relevant ideas since the time of…
  
Match Score:
100
Byline:
B. Hinrichs
Post a comment | Relations
B. Hinrichs, PERC 2010 Proceedings, 173-176.
An intermediate E&M course (i.e. based on Griffiths [1]) involves the extensive integration of vector calculus concepts and notation with abstract physics concepts like field and…
  
Match Score:
100
Byline:
P. Kohl, C. Pearl, and V. Kuo
Post a comment | Relations
P. Kohl, C. Pearl, and V. Kuo, PERC 2010 Proceedings, 193-196.
Conceptual surveys like the FCI and CSEM are common, and course reforms often have the goal of improving student gains on these surveys. There exist various approaches to improving…
|  Next >>   
Results #1-#10 of 100+