Zobrazeno 1 - 10
of 166
pro vyhledávání: '"Marcos D. Caballero"'
Publikováno v:
Physical Review Physics Education Research, Vol 20, Iss 2, p 020125 (2024)
The Survey of Physics Reasoning on Uncertainty Concepts in Experiments (SPRUCE) was designed to measure students’ proficiency with measurement uncertainty concepts and practices across ten different assessment objectives to help facilitate the impr
Externí odkaz:
https://doaj.org/article/7de184b1e73b4201b55507537bc50308
Publikováno v:
Physical Review Physics Education Research, Vol 20, Iss 2, p 020105 (2024)
Concepts and practices surrounding measurement uncertainty are vital knowledge for physicists and are often emphasized in undergraduate physics laboratory courses. We have previously developed a research-based assessment instrument—the Survey of Ph
Externí odkaz:
https://doaj.org/article/4a3d04aef79846aba90facf5f40825ea
Autor:
Melanie M Cooper, Marcos D Caballero, Justin H Carmel, Erin M Duffy, Diane Ebert-May, Cori L Fata-Hartley, Deborah G Herrington, James T Laverty, Paul C Nelson, Lynmarie A Posey, Jon R Stoltzfus, Ryan L Stowe, Ryan D Sweeder, Stuart Tessmer, Sonia M Underwood
Publikováno v:
PLoS ONE, Vol 19, Iss 5, p e0295887 (2024)
In recent years, much of the emphasis for transformation of introductory STEM courses has focused on "active learning", and while this approach has been shown to produce more equitable outcomes for students, the construct of "active learning" is some
Externí odkaz:
https://doaj.org/article/c2d0a0bae96b4038a030ee16ba6ea1c2
Autor:
Michael Vignal, Gayle Geschwind, Benjamin Pollard, Rachel Henderson, Marcos D. Caballero, H. J. Lewandowski
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 2, p 020139 (2023)
[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Measurement uncertainty is a critical feature of experimental research in the physical sciences, and the concepts and practices surrounding
Externí odkaz:
https://doaj.org/article/393b140120204af79e8b97a21ac3d5f9
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 1, p 010134 (2023)
Rubric-based admissions are claimed to help make the graduate admissions process more equitable, possibly helping to address the historical and ongoing inequities in the U.S. physics graduate school admissions process that have often excluded applica
Externí odkaz:
https://doaj.org/article/f1ebf657d2224feb93fd3a86da536790
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 2, p 020140 (2022)
As systematic inequities in higher education and society have been brought to the forefront, graduate programs are interested in increasing the diversity of their applicants and enrollees. Yet, structures in place to evaluate applicants may not suppo
Externí odkaz:
https://doaj.org/article/d02ed140af9b4297b3b112e627bbd023
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 2, p 020109 (2022)
High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science classroom o
Externí odkaz:
https://doaj.org/article/fe2fcc929954484984adb06266768c7c
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 2, p 020106 (2022)
Physics classes with computation integrated into the curriculum are a fitting setting for investigating computational thinking. In this paper, we present a framework for exploring this topic in introductory physics courses. The framework, which was d
Externí odkaz:
https://doaj.org/article/ea2ad13727e94e31ab82cc252c8213b3
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 1, p 010141 (2022)
Surveys have long been used in physics education research to understand student reasoning and inform course improvements. However, to make analysis of large sets of responses practical, most surveys use a closed-response format with a small set of po
Externí odkaz:
https://doaj.org/article/29c1580022424b2a9b3453c5b0a31e99
Autor:
Kinsey Bain, Lydia Bender, Paul Bergeron, Marcos D Caballero, Justin H Carmel, Erin M Duffy, Diane Ebert-May, Cori L Fata-Hartley, Deborah G Herrington, James T Laverty, Rebecca L Matz, Paul C Nelson, Lynmarie A Posey, Jon R Stoltzfus, Ryan L Stowe, Ryan D Sweeder, Stuart H Tessmer, Sonia M Underwood, Mark Urban-Lurain, Melanie M Cooper
Publikováno v:
PLoS ONE, Vol 15, Iss 6, p e0234640 (2020)
The importance of improving STEM education is of perennial interest, and to this end, the education community needs ways to characterize transformation efforts. Three-dimensional learning (3DL) is one such approach to transformation, in which core id
Externí odkaz:
https://doaj.org/article/ba92d34694d5411f83c8d8e649a21deb