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Results #1-#10 of 14
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100
Byline:
J. Van Deventer and M. Wittmann
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J. Van Deventer and M. Wittmann, PERC 2007 Proceedings, 208-211.
Research has shown that students have difficulties with vectors in college introductory physics courses and high school physics courses; furthermore, students have been shown to…
Effect of Misconception on Transfer in Problem Solving  [ Conference Proceedings ]
  
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Byline:
C. Singh
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C. Singh, PERC 2007 Proceedings, 196-199.
We examine the effect of misconceptions about friction on students' ability to solve problems and transfer from one context to another. We analyze written responses to paired…
  
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100
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D. Schuster, A. Undreiu, and B. Adams
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D. Schuster, A. Undreiu, and B. Adams, PERC 2007 Proceedings, 184-187.
Problem-solving is an important part of physics teaching, learning and assessment. It is widely assumed that the way that experts solve problems, and students should, is by…
  
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100
Byline:
C. De Leone and E. Gire
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C. De Leone and E. Gire, PERC 2005 Proceedings, 45-48.
A hallmark of physics is its rich use of representations. The most common types used by physicists are mathematical representations such as equations, but many problems are rendered…
Journal of Science Education and Technology
  
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Z. Hrepic, D. Zollman, and N. Rebello, J. Sci. Educ. Tech., 16 (3), 213-224 (2007).
In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students’ understanding and perceptions of the content…
American Journal of Physics
  
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L. Hsu, E. Brewe, T. Foster, and K. Harper, Am. J. Phys., 72 (9), 1147-1156 (2004).
This Resource Letter provides a guide to the literature on research in problem solving, especially in physics. The references were compiled with two audiences in mind: physicists who…
  
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Z. Chen, N. Dimirci, Y. Choi, and D. Pritchard, Phys. Rev. Phys. Educ. Res., 13 (1), 010110 (2017).
Previous research on problem diagrams suggested that including a supportive diagram, one that does not provide necessary problem solving information, may bring little, or even…
  
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L. Ivanjek, A. Susac, M. Planinic, Z. Milin-Sipus, and A. Andrasevic; Publisher: American Physical Society, Phys. Rev. Phys. Educ. Res., 12 (1), 010106 (2016).
This study investigates university students’ graph interpretation strategies and difficulties in mathematics, physics (kinematics), and contexts other than physics. Eight sets of…
  
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Q. Ryan, E. Frodermann, K. Heller, L. Hsu, and A. Mason, Phys. Rev. Phys. Educ. Res., 12 (1), 010105 (2016).
The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer…
  
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Byline:
T. Goris and M. Dyrenfurth
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T. Goris and M. Dyrenfurth, Engineering Education: Frankly, We Do Give a D*mn (2013).
Effective instruction in Engineering and Technology requires knowledge of how students understand or lack understanding of key concepts in these disciplines. Incorrect mental models,…
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Results #1-#10 of 14