Zobrazeno 1 - 10
of 112
pro vyhledávání: '"Eric Brewe"'
Autor:
Sreyasi Biswas, Rocio Benabentos, Eric Brewe, Geoff Potvin, Julian Edward, Marcy Kravec, Laird Kramer
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-23 (2022)
Abstract Background Even though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and hol
Externí odkaz:
https://doaj.org/article/5fbef28b694f49429f7fe69103ec8c6a
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 1, p 010110 (2023)
This study examines survey data from 2127 undergraduate women at the 2015 and 2019 American Physical Society Conference for Undergraduate Women in Physics (CUWiP) in order to classify what led them to study physics. We use expectancy-value and self-e
Externí odkaz:
https://doaj.org/article/2060ae36a89d4ea9910dde85d80a21ca
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 1, p 010113 (2022)
The vast majority of research involving active learning pedagogies uses passive lecture methods as a baseline. We propose to move beyond such comparisons to understand the mechanisms that make different active learning styles unique. Here, we use COP
Externí odkaz:
https://doaj.org/article/41d524d31f1448e6a8cb42716a6fe752
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 2, p 020136 (2021)
This study uses social network analysis and the classroom observation protocol for undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Context-Rich Prob
Externí odkaz:
https://doaj.org/article/2e03c7c8dd2c4a8184525f82a3234817
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 2, p 023103 (2021)
We surveyed a national sample of United States physics faculty about the COVID-19 transition to online learning. Most faculty had 1–2 weeks to prepare and no experience with teaching online. They relied on department peers to discuss approaches and
Externí odkaz:
https://doaj.org/article/cd93ba7b7b4e418b9560b4732278f0bc
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020158 (2020)
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When disseminating curricula, typically only the physical curriculum materials are transferred from the instructor to another. However, left as artifacts in
Externí odkaz:
https://doaj.org/article/65fd33ab77cf44ad934fc728d8d717b2
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020129 (2020)
This study uses positional analysis to describe the student interaction networks in four research-based introductory physics curricula. Positional analysis is a technique for simplifying the structure of a network into blocks of actors whose connecti
Externí odkaz:
https://doaj.org/article/7d724bbd1b104e08811137a806fcc6e2
Publikováno v:
Physical Review Physics Education Research, Vol 15, Iss 2, p 020150 (2019)
Theories developed by Tinto and Nora identify academic performance, learning gains, and involvement in learning communities as significant facets of student engagement that, in turn, support student persistence. Collaborative learning environments, s
Externí odkaz:
https://doaj.org/article/f38da4a44f714f049fd20a3e751685b3
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010131 (2018)
The lack of an engaging pedagogy and the highly competitive atmosphere in introductory science courses tend to discourage students from pursuing science, technology, engineering, and mathematics (STEM) majors. Once in a STEM field, academic and socia
Externí odkaz:
https://doaj.org/article/b09a648346aa4cf0ab76610068bff541
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010109 (2018)
Although active learning is supported by strong evidence of efficacy in undergraduate science instruction, institutions of higher education have yet to embrace comprehensive change. Costs of transforming instruction are regularly cited as a key facto
Externí odkaz:
https://doaj.org/article/49d9c8ebad054188a7b95159ba74d57b