Zobrazeno 1 - 10
of 37
pro vyhledávání: '"Andrew Boudreaux"'
Publikováno v:
Physical Review Physics Education Research, Vol 20, Iss 2, p 020116 (2024)
In this study, we have explored the effectiveness of two instructional approaches in the context of the motion of objects falling at terminal speed in the presence of air resistance. We ground these instructional approaches in dual-process theories o
Externí odkaz:
https://doaj.org/article/d62f8dcd135d4d5892e18ec973fab82b
Autor:
Alexis Olsho, Trevor I. Smith, Philip Eaton, Charlotte Zimmerman, Andrew Boudreaux, Suzanne White Brahmia
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 1, p 013101 (2023)
We developed the Physics Inventory of Quantitative Literacy (PIQL) to assess students’ quantitative reasoning in introductory physics contexts. The PIQL includes several “multiple-choice-multiple-response” (MCMR) items (i.e., multiple-choice qu
Externí odkaz:
https://doaj.org/article/9f75f0514be543d2a5569b17f88f7755
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 1, p 010108 (2022)
The structure of many science programs at the college level assumes that students are able to draw on and integrate ideas from multiple disciplinary contexts. However, most assessment tools focus on learning in the context of a single discipline. We
Externí odkaz:
https://doaj.org/article/5bb8b141bf3b453a8df81db8865e059b
Autor:
Suzanne White Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux, Philip Eaton, Charlotte Zimmerman
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 2, p 020129 (2021)
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills invo
Externí odkaz:
https://doaj.org/article/bda2a394a7fc49648651f11f843846f5
Autor:
Andrew Boudreaux, Andy Elby
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020144 (2020)
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When we examined student responses to questions about the direction of the static friction force in various situations, we both had strong ideas about how t
Externí odkaz:
https://doaj.org/article/6b32e67cd90e4482857222b3f8645bd4
Autor:
Mila Kryjevskaia, MacKenzie R. Stetzer, Beth A. Lindsey, Alistair McInerny, Paula R. L. Heron, Andrew Boudreaux
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020140 (2020)
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Research in physics education has contributed substantively to improvements in the learning and teaching of university physics by informing the development
Externí odkaz:
https://doaj.org/article/ddea47c6d53c43b989816c3aa82ac7c8
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 1, p 010120 (2020)
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Novices can struggle to understand the many roles signed numbers play in physics contexts, and recent evidence show
Externí odkaz:
https://doaj.org/article/144713df0ef0458e9617fe6d73480eb4
Autor:
Kimberley Kreutzer, Andrew Boudreaux
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 8, Iss 1, p 010120 (2012)
Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained fe
Externí odkaz:
https://doaj.org/article/1ba78f01f5904fd5b06eaab1e506da8e
Publikováno v:
The International Handbook of Physics Education Research: Learning Physics ISBN: 9780735425477
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b3edb441be7c5477fa937a5058e44cad
https://doi.org/10.1063/9780735425477_007
https://doi.org/10.1063/9780735425477_007
Autor:
Charlotte Zimmerman, Andrew McCarty, Suzanne White Brahmia, Alexis Olsho, Mieke De Cock, Andrew Boudreaux, Trevor I. Smith, Philip Eaton
Publikováno v:
2022 Physics Education Research Conference Proceedings.
ispartof: pages:519-524 ispartof: 2022 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC) pages:519-524 ispartof: Physics Education Research Conference (PERC) location:MI, Grand Rapids date:13 Jul - 14 Jul 2022 status: published
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fa759aafc7514d1ff3969ec5fdb03a86
https://doi.org/10.1119/perc.2022.pr.zimmerman
https://doi.org/10.1119/perc.2022.pr.zimmerman