Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Eleanor W. Close"'
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-17 (2018)
Abstract Background High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes research-based assessments (RBAs), such as the Force Concept Inventory, have only recently begun t
Externí odkaz:
https://doaj.org/article/f5104106546c4697ba4f133c692e5fcb
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 1, p 013103 (2021)
Educators and researchers often use research-based assessments before and after instruction to measure the efficacy of courses. Limited resources exist for interpreting assessment results, particularly for attitudinal surveys. We present analyses and
Externí odkaz:
https://doaj.org/article/255f99a8c3b24ecbb90fd3a80e2f9e1d
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 1, p 010109 (2016)
[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the exi
Externí odkaz:
https://doaj.org/article/ca93ea2b689245d39f719628dfe13aa5
Autor:
Rachel E. Scherr, Hunter G. Close, Eleanor W. Close, Virginia J. Flood, Sarah B. McKagan, Amy D. Robertson, Lane Seeley, Michael C. Wittmann, Stamatis Vokos
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 9, Iss 2, p 020105 (2013)
We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A part
Externí odkaz:
https://doaj.org/article/6ba4d1ae049d4427ae737d54a12922ef
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 8, Iss 2, p 020115 (2012)
The Energy Project at Seattle Pacific University has developed representations that embody the substance metaphor and support learners in conserving and tracking energy as it flows from object to object and changes form. Such representations enable d
Externí odkaz:
https://doaj.org/article/cb23a13ae3bc4413985e4d036f31147d
Publikováno v:
2022 Physics Education Research Conference Proceedings.
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 1, p 013103 (2021)
Educators and researchers often use research-based assessments before and after instruction to measure the efficacy of courses. Limited resources exist for interpreting assessment results, particularly for attitudinal surveys. We present analyses and
Publikováno v:
2020 Physics Education Research Conference Proceedings.
Autor:
Natasha G. Holmes, Eleanor W. Close, Jayson M. Nissen, Steven J. Pollock, Mollee Shultz, Ben Van Dusen, Heather Lewandowski, Bethany R. Wilcox, Manher Jariwala
The number and use of research-based assessments (RBAs) has grown significantly over the last several decades. Data from RBAs can be compared against national datasets to provide instructors with empirical evidence on the efficacy of their teaching p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::925292bee34334679fd6a345b45e44df
http://arxiv.org/abs/2008.03373
http://arxiv.org/abs/2008.03373
Publikováno v:
2019 Physics Education Research Conference Proceedings.