Zobrazeno 1 - 10
of 48
pro vyhledávání: '"Dreyfus, Benjamin W."'
Autor:
Holincheck, Nancy, Rosenberg, Jessica L., Zhang, Xiaolu, Butler, Tiffany, Colandene, Michele, Dreyfus, Benjamin W.
Publikováno v:
Educ. Sci. 2024, 14, 219
Quantum science and computing represent a vital intersection between science and technology, gaining increasing importance in modern society. There is a pressing need to incorporate these concepts into the K-12 curriculum, equipping new generations w
Externí odkaz:
http://arxiv.org/abs/2404.03538
Autor:
Rosenberg, Jessica L., Holincheck, Nancy, Fernández, Kathryn, Dreyfus, Benjamin W., Wardere, Fardousa, Stehle, Stephanie, Butler, Tiffany N.
Publikováno v:
Phys. Rev. Phys. Educ. Res. 20, 010114 11 March 2024
The percentage of women receiving bachelors degrees in physics in the U.S. lags well behind that of men, and women leave the major at higher rates. Achieving equity in physics will mean that women stay in physics at the same rates as men, but this wi
Externí odkaz:
http://arxiv.org/abs/2402.02236
Quantum mechanics can seem like a departure from everyday experience of the physical world, but constructivist theories assert that learners build new ideas from their existing ones. To explore how students can navigate this tension, we examine video
Externí odkaz:
http://arxiv.org/abs/1507.00668
In collaborative small-group work, physics students need to both manage social conflict and grapple with conceptual and epistemological differences. In this paper, we document several outlets that students use as tools for managing social conflict wh
Externí odkaz:
http://arxiv.org/abs/1507.00667
Energy is an abstract science concept, so the ways that we think and talk about energy rely heavily on ontological metaphors: metaphors for what kind of thing energy is. Two commonly used ontological metaphors for energy are energy as a substance and
Externí odkaz:
http://arxiv.org/abs/1412.1693
Publikováno v:
Am. J. Phys. 83(1), 5-21 (2015)
This Resource Letter draws on discipline-based education research from physics, chemistry, and biology to collect literature on the teaching of thermodynamics and statistical mechanics in the three disciplines. While the overlap among the disciplinar
Externí odkaz:
http://arxiv.org/abs/1407.5533
Publikováno v:
Phys. Rev. ST Phys. Educ. Res 10, 010115 (2014)
As interdisciplinary courses are developed, instructors and researchers have to grapple with questions of how students should make connections across disciplines. We explore the issue of interdisciplinary reconciliation (IDR): how students reconcile
Externí odkaz:
http://arxiv.org/abs/1402.5408
Autor:
Dreyfus, Benjamin W., Geller, Benjamin D., Gouvea, Julia, Sawtelle, Vashti, Turpen, Chandra, Redish, Edward F.
Publikováno v:
Phys. Rev. ST Phys. Educ. Res 10, 020108 (2014)
Teaching about energy in interdisciplinary settings that emphasize coherence among physics, chemistry, and biology leads to a more central role for chemical bond energy. We argue that an interdisciplinary approach to chemical energy leads to modeling
Externí odkaz:
http://arxiv.org/abs/1312.6112
Autor:
Geller, Benjamin D., Dreyfus, Benjamin W., Gouvea, Julia, Sawtelle, Vashti, Turpen, Chandra, Redish, Edward F.
Publikováno v:
Am. J. Phys. 82(5), 394 (2014)
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as "disorder" or "chaos" come into contact with their ideas about the spontaneous formation of organized biological st
Externí odkaz:
http://arxiv.org/abs/1308.5433
Autor:
Dreyfus, Benjamin W., Gouvea, Julia, Geller, Benjamin D., Sawtelle, Vashti, Turpen, Chandra, Redish, Edward F.
Publikováno v:
Am. J. Phys. 82(5), 403 (2014)
Energy is a complex idea that cuts across scientific disciplines. For life science students, an approach to energy that incorporates chemical bonds and chemical reactions is better equipped to meet the needs of life sciences students than a tradition
Externí odkaz:
http://arxiv.org/abs/1308.3667