Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Chance Hoellwarth"'
Publikováno v:
The New Educator. 18:148-178
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cf48521430a4f5035ee5893b4622fbd8
https://doi.org/10.1080/1547688x.2022.2038746
https://doi.org/10.1080/1547688x.2022.2038746
Publikováno v:
Teaching and Teacher Education. 127:104096
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0ff8734f2f3ffd405b03bc0dd4223ecc
https://doi.org/10.1016/j.tate.2023.104096
https://doi.org/10.1016/j.tate.2023.104096
In this chapter, the authors examine the implementation of the co-teaching model within the clinical experience of a post-baccalaureate teacher credential program, examining the different levels of understanding and buy-in to the co-teaching model. I
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d0c8348dbde8090d2225f369de0c837
https://doi.org/10.4018/978-1-5225-1067-3.ch001
https://doi.org/10.4018/978-1-5225-1067-3.ch001
Autor:
Matthew J. Moelter, Chance Hoellwarth
Publikováno v:
American Journal of Physics. 79:540-545
We have developed a curriculum for introductory mechanics that emphasizes interactive engagement and conceptual understanding using the studio format. As previously reported, we have shown in three different quarters that the curriculum much improved
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f53b93f0fa2570260095ddbd6502764c
https://doi.org/10.1119/1.3557069
https://doi.org/10.1119/1.3557069
Autor:
Chance Hoellwarth, Matthew J. Moelter
Publikováno v:
The Physics Teacher. 49:180-183
The scientific method is arguably the most reliable way to understand the physical world, yet this aspect of science is rarely addressed in introductory science courses. Students typically learn about the theory in its final, refined form, and seldom
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::58166f34843f1ada2da90a8b5c1c4aeb
https://doi.org/10.1119/1.3555508
https://doi.org/10.1119/1.3555508
Publikováno v:
American Journal of Physics. 73:459-462
We present data on student performance on conceptual understanding and on quantitative problem-solving ability in introductory mechanics in both studio and traditional classroom modes. The conceptual measures used were the Force Concept Inventory and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0d3e2e0e2d1ea84f367e47c52019a488
https://doi.org/10.1119/1.1862633
https://doi.org/10.1119/1.1862633