Zobrazeno 1 - 10
of 27
pro vyhledávání: '"Jason W. Morphew"'
Publikováno v:
International Journal of STEM Education, Vol 6, Iss 1, Pp 1-15 (2019)
Abstract Background With the increased attention on the need to retain students within STEM majors, it is important for STEM instructors to adopt evidence-based instructional practices that are student-centric and employ active learning techniques. H
Externí odkaz:
https://doaj.org/article/e4708fb002b5417ab2248ecfca82b41b
Autor:
Jason W. Morphew, José P. Mestre
Publikováno v:
Revista de Enseñanza de la Física, Vol 30, Iss 2, Pp 75-85 (2018)
Este estudio indaga si la habilidad de resolución de problemas es indicativa de la comprensión de los conceptos que subyacen a la solución del problema. Un grupo de estudiantes, de bajo desempeño académico, vieron una solución animada/narrada a
Externí odkaz:
https://doaj.org/article/f55573ef67ee40ce852c9318f8b65dfd
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 1, p 010104 (2020)
Students must actively engage in problem solving to effectively learn in introductory physics courses. However, students often get stuck and are not able to make progress when solving problems outside of their current ability, particularly when one-o
Externí odkaz:
https://doaj.org/article/85d2af91418b40e08706b0762300160e
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 2, p 020110 (2018)
Prior research has established that students often underprepare for midterm examinations yet remain overconfident in their proficiency. Research concerning the testing effect has demonstrated that utilizing testing as a study strategy leads to higher
Externí odkaz:
https://doaj.org/article/45c3150d6e694d4780546006969a989e
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 11, Iss 2, p 020128 (2015)
Students’ ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of metacognitive strategies during learning and retrieval is r
Externí odkaz:
https://doaj.org/article/fb0feaff8409439aa40c8e66c5324902
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 11, Iss 2, p 020104 (2015)
It is known that experts identify or perceive meaningful patterns in visual stimuli related to their domain of expertise. This study explores the speed with which experts and novices detect changes in physics diagrams. Since change detection depends
Externí odkaz:
https://doaj.org/article/d2bbddf9a28d4bc8959efe6cd36b2888
Publikováno v:
Journal of Educational Psychology. 114:462-481
Publikováno v:
Information and Learning Sciences. 122:503-524
Purpose This study aims to advance the proposal to use immersive virtual learning environments to stimulate and reveal deep-seated knowledge about science, giving instructors and researchers unique possibilities for assessing and identifying intuitiv
Autor:
Jose P. Mestre, Eric Kuo, Timothy J. Nokes-Malach, Jason W. Morphew, Quentin King-Shepard, Ryan Lin, Patrick Kwon
Publikováno v:
Journal of Experimental Psychology: Applied. 27:307-323
One standard pedagogical approach in physical science courses engages students in making predictions about physical phenomena that elicit non-normative expectations, then make observations intended to provide counterevidence that sparks conceptual ch
Autor:
Jason W. Morphew
Publikováno v:
Metacognition and Learning. 16:89-111
Student learning in introductory science, technology, engineering, and mathematics (STEM) courses is often self-regulated. For self-regulated learning to be effective, students need to engage in accurate metacognitive monitoring to make appropriate m