Zobrazeno 1 - 10
of 81
pro vyhledávání: '"Andrew F. Heckler"'
Autor:
Megan Nieberding, Andrew F. Heckler
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 2, p 020111 (2023)
We have investigated the temporal patterns of algebra (N=606) and calculus (N=507) introductory physics students practicing multiple basic physics topics several times throughout the semester using an online mastery homework application called scienc
Externí odkaz:
https://doaj.org/article/728e3f705c97454891de8910857efba5
Autor:
Srividya Suresh, Andrew F. Heckler
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 1, p 010129 (2023)
This study investigates the evolution and associations between exam grades and social comparison concern (SCC) among students in an introductory calculus-based physics course. We begin with a descriptive characterization of midterm and final exam sco
Externí odkaz:
https://doaj.org/article/b78b05339dd84a288485cb02e0029cd0
Autor:
Megan Nieberding, Andrew F. Heckler
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 1, p 013106 (2021)
In this study we characterize student procrastination habits and investigate associations between these habits and student performance on graded course components, student beliefs about their own procrastination behavior, and gender. The procrastinat
Externí odkaz:
https://doaj.org/article/db911c7d580141f6b2f53707cb0fa0c2
Autor:
Amber B. Simmons, Andrew F. Heckler
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020125 (2020)
Two set of studies were conducted to better understand grades and grading practices in physics courses, and how these might influence demographic representational disparities in physics. The first study investigates the relationships between grades a
Externí odkaz:
https://doaj.org/article/81bd26e078474f7da07c1c918f26ce28
Autor:
Andrew F. Heckler, Abigail M. Bogdan
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010120 (2018)
A critical component of scientific reasoning is the consideration of alternative explanations. Recognizing that decades of cognitive psychology research have demonstrated that relative cognitive accessibility, or “what comes to mind,” strongly af
Externí odkaz:
https://doaj.org/article/f9811559c3f9448386286e076e1cd8c5
Mediating relationship of differential products in understanding integration in introductory physics
Autor:
Nathaniel Amos, Andrew F. Heckler
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010105 (2018)
In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment emp
Externí odkaz:
https://doaj.org/article/b5e33655f49a4adcaf5ecfbdf54bc4e9
Autor:
Nicholas T. Young, Andrew F. Heckler
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010104 (2018)
In the context of a generic harmonic oscillator, we investigated students’ accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free respo
Externí odkaz:
https://doaj.org/article/867abab56de64fb39bfaaeb2dd86f550
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 2, p 020120 (2017)
We examine students’ mathematical performance on quantitative “synthesis problems” with varying mathematical complexity. Synthesis problems are tasks comprising multiple concepts typically taught in different chapters. Mathematical performance
Externí odkaz:
https://doaj.org/article/02ac41d62ce44431a9a2693d6b374e70
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 2, p 020112 (2017)
The ability to solve physics problems that require multiple concepts from across the physics curriculum—“synthesis” problems—is often a goal of physics instruction. Three experiments were designed to evaluate the effectiveness of two instruct
Externí odkaz:
https://doaj.org/article/c861cc7d0df0468aad90e61d4e27b7f3
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 1, p 010133 (2017)
A body of research on physics problem solving has focused on single-concept problems. In this study we use “synthesis problems” that involve multiple concepts typically taught in different chapters. We use two types of synthesis problems, sequent
Externí odkaz:
https://doaj.org/article/e71662f390d841359544936fc1a33d3b