Zobrazeno 1 - 10
of 218
pro vyhledávání: '"Mel Sabella"'
Autor:
Mel Sabella
Publikováno v:
The Physics Teacher. 58:454-456
Autor:
Mel Sabella, Stephanie Barr
Publikováno v:
2008 Annual Conference & Exposition Proceedings.
Autor:
Andrew Mason, Elisheva Cohen, Chandralekha Singh, Edit Yerushalmi, Mel Sabella, Charles Henderson
Helping students learn from their own mistakes can help them develop habits of mind while learning physics content. Based upon cognitive apprenticeship model, we asked students to self-diagnose their mistakes and learn from reflecting on their proble
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2cbcf2069c5e545fc9d057349dd2db76
http://arxiv.org/abs/1603.03070
http://arxiv.org/abs/1603.03070
"Self-diagnosis tasks" aim at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. We have been investigating the extent to which introductory physics studen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b145ffd27331dcaa5d432c65c7e1ae89
http://arxiv.org/abs/1603.03105
http://arxiv.org/abs/1603.03105
Development of conceptual multiple-choice tests related to a particular physics topic is important for designing research-based learning tools to reduce the difficulties. We explore the difficulties that the advanced undergraduate and graduate studen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bab9c261b1680d660a4f664782cc4ec3
http://arxiv.org/abs/1602.06172
http://arxiv.org/abs/1602.06172
We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the tradition
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9d53a231d82abc729e41b505f1ba8f89
http://arxiv.org/abs/1603.02944
http://arxiv.org/abs/1603.02944
We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both questions
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cd4c79066baac5ea5a67605b4101cb72
http://arxiv.org/abs/1603.02945
http://arxiv.org/abs/1603.02945
The Stern Gerlach experiment has played a central role in the discovery of spin angular momentum and it has also played a pivotal role in elucidating foundational issues in quantum mechanics. Here, we discuss investigation of students' difficulties r
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a76761a4c4558f68583b84cb5d91a8cb
We describe the difficulties advanced undergraduate and graduate students have with quantum measurement. To reduce these difficulties, we have developed research‐based learning tools such as the Quantum Interactive Learning Tutorial (QuILT) and pee
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8c152fc6bcf5f570b2c1296bbe3cbdfc
The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior knowledge of s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::59b4f620027f1f8d5655473dfdfdd392