Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Kara E. Gray"'
Publikováno v:
Physical Review Physics Education Research, Vol 15, Iss 1, p 010129 (2019)
The Next Generation Science Standards (NGSS) provide a succession of objectives for energy learning and set an expectation for teachers to assess learners’ representations of energy in a variety of science contexts. To support teachers in evaluatin
Externí odkaz:
https://doaj.org/article/8fd6edb6e89d4e80bc61920521f143de
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 2, p 020133 (2017)
Considering the evidence that standard physics graduate admissions practices tend to exclude women and traditionally marginalized racial and ethnic groups from the discipline, we investigate (a) the characteristics of students that physics graduate a
Externí odkaz:
https://doaj.org/article/ee25c486371c4c67bc38ee4ce3553567
Autor:
Amy D. Robertson, Rachel E. Scherr, Lisa M. Goodhew, Abigail R. Daane, Kara E. Gray, Leanna B. Aker
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 1, p 010105 (2017)
“Content knowledge for teaching” is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students’ ideas, choosing an instructional activity to address
Externí odkaz:
https://doaj.org/article/dfa8d857d77d4ec1b67fdeaec4227492
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 2, p 020126 (2016)
Through the transformation of undergraduate STEM courses, the Colorado Learning Assistant Program recruits and prepares talented STEM majors for careers in teaching by providing them with early, sustained teaching experiences. The research reported h
Externí odkaz:
https://doaj.org/article/d0701474c8074d43b5826b8608833bdd
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 4, Iss 2 (2008)
We measured what students perceive physicists to believe about physics and solving physics problems and how those perceptions differ from the students’ personal beliefs. In this study, we used a modified version of the Colorado Learning Attitudes a
Externí odkaz:
https://doaj.org/article/64de1104fff84f4b9734cfe0f26ba237
Autor:
Valerie K. Otero, Kara E. Gray
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 4, Iss 2 (2008)
Instructional techniques based on research in cognitive science and physics education have been used in physics courses to enhance student learning. While dramatic increases in conceptual understanding have been observed, students enrolled in these c
Externí odkaz:
https://doaj.org/article/3bf61f6580434bb5a5dcdc3696692bc3
Autor:
James K. L. Hammerman, Kara E. Gray, Lane Seeley, Lezlie Salvatore DeWater, Roger G. Tobin, Sara J. Lacy, Sally Crissman, Nick Haddad
Publikováno v:
Science Education. 106:27-56
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d8fb1c4fe87a1764f126d3070ad29b2d
https://doi.org/10.1002/sce.21684
https://doi.org/10.1002/sce.21684
Publikováno v:
2022 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e246248261aeee7ecd819db4437a2539
https://doi.org/10.1119/perc.2022.pr.huynh
https://doi.org/10.1119/perc.2022.pr.huynh
Autor:
Clarissa E. Lovegren, Kathryn L. Killough, Amy D. Robertson, Kara E. Gray, Scott T. Wenzinger
Publikováno v:
Cognition and Instruction. 39:149-180
Responsive instruction—or instruction that foregrounds and takes up the disciplinary substance of student thinking—is both a hallmark of recent STEM education reforms and challenging to enact. This...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a907d8232e92551826dd1530b27ddcf
https://doi.org/10.1080/07370008.2020.1832096
https://doi.org/10.1080/07370008.2020.1832096
Publikováno v:
Physical Review Physics Education Research, Vol 15, Iss 1, p 010129 (2019)
The Next Generation Science Standards (NGSS) provide a succession of objectives for energy learning and set an expectation for teachers to assess learners’ representations of energy in a variety of science contexts. To support teachers in evaluatin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b6b0af53749cc35cc3ba3291bdfa77a2
https://doaj.org/article/8fd6edb6e89d4e80bc61920521f143de
https://doaj.org/article/8fd6edb6e89d4e80bc61920521f143de