Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Edwin F. Greco"'
Autor:
Shih-Yin Lin, John M. Aiken, Daniel T. Seaton, Scott S. Douglas, Edwin F. Greco, Brian D. Thoms, Michael F. Schatz
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 2, p 020138 (2017)
The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped
Externí odkaz:
https://doaj.org/article/71d470a07ea94895914418644c9399ba
Autor:
Scott S. Douglas, John M. Aiken, Shih-Yin Lin, Edwin F. Greco, Emily Alicea-Muñoz, Michael F. Schatz
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 2, p 020126 (2017)
We examine changes in students’ rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers’ physics lab
Externí odkaz:
https://doaj.org/article/8f73ae24320f4a7aa18ed261b47a369a
Autor:
John M. Aiken, Emily Alicea-Muñoz, Shih-Yin Lin, Scott S. Douglas, Edwin F. Greco, Michael F. Schatz
Publikováno v:
Physical Review Letters
Physical Review Physics Education Research, Vol 13, Iss 2, p 020126 (2017)
Physical Review Physics Education Research, Vol 13, Iss 2, p 020126 (2017)
We examine changes in students’ rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers’ physics lab
Publikováno v:
The Physics Teacher. 55:22-24
Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to “flip” the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenti
Autor:
Daniel T. Seaton, Shih-Yin Lin, Edwin F. Greco, Michael F. Schatz, Brian D. Thoms, Scott S. Douglas, John M. Aiken
Publikováno v:
Physical Review. Physics Education Research
Physical Review Physics Education Research, Vol 13, Iss 2, p 020138 (2017)
Physical Review Physics Education Research, Vol 13, Iss 2, p 020138 (2017)
The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped
Publikováno v:
Physics Today. 70:78-79
With a few simple instructions, participants at the Atlanta Science Festival mimicked a phenomenon that can have fatal consequences in biological systems.
Autor:
Michael F. Schatz, Marcos D. Caballero, Brian D. Thoms, Shih-Yin Lin, Edwin F. Greco, Chien-Lin Liu, Scott S. Douglas, John M. Aiken
Assessing student performance becomes challenging when course enrollment becomes very large (~10^4 students). As part of a Massive Open Online Course (MOOC) in introductory physics offered by Georgia Tech in 2013, students submitted video reports on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::45317107873798ec679c305547b1865e
http://arxiv.org/abs/1407.4714
http://arxiv.org/abs/1407.4714
Autor:
Brian D. Thoms, Edwin F. Greco, John M. Aiken, Shih-Yin Lin, Michael F. Schatz, Marcos D. Caballero, Scott S. Douglas
The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a series of four peer-evaluation assignments intended to develop their abili
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e8704953e57b66053a6f9857f01b006c
http://arxiv.org/abs/1407.3248
http://arxiv.org/abs/1407.3248
Autor:
Michael F. Schatz, Shih-Yin Lin, Brian D. Thoms, Marcos D. Caballero, Edwin F. Greco, Scott S. Douglas, John M. Aiken
Publikováno v:
2013 Physics Education Research Conference Proceedings.
As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic survey and the
Autor:
Keith R. Bujak, M. Jackson Marr, Edwin F. Greco, Matthew A. Kohlmyer, Richard Catrambone, Michael F. Schatz, Eric R. Murray, Marcos D. Caballero
The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a traditional mech
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cc57c197cde00100d643b632eea4faf7