Zobrazeno 1 - 10
of 101
pro vyhledávání: '"Paula V. Engelhardt"'
Publikováno v:
2018 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::87993662496bf3f41eb2ec5b3278c035
https://doi.org/10.1119/perc.2018.pr.engelhardt
https://doi.org/10.1119/perc.2018.pr.engelhardt
Autor:
Mike Ross, Ben Van Dusen, Samson Sherman, Valerie Otero, N. Sanjay Rebello, Paula V. Engelhardt, Chandralekha Singh
The need for highly qualified physics teachers in the U.S. is well established, and reform efforts are underway to develop novel and innovative teacher professional development experiences to improve the quality of K-12 physics education. Streamline
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5b3740e203c9978b3797e786f4d62bf4
http://arxiv.org/abs/1812.02312
http://arxiv.org/abs/1812.02312
Autor:
Shih-Yin Lin, Chandralekha Singh, William Mamudi, Charles Henderson, Edit Yerushalmi, N. Sanjay Rebello, Paula V. Engelhardt
In order to study graduate teaching assistants (TAs) beliefs and values about the design of instructor problem solutions, twenty-four TAs were provided with different solutions and asked to discuss their preferences for prominent solution features. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::07f5a0dd3e3c4e507094e269ae5b6add
http://arxiv.org/abs/1602.06392
http://arxiv.org/abs/1602.06392
We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and administ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b75b709da15e2b96ba836a3a15a44df3
http://arxiv.org/abs/1603.07910
http://arxiv.org/abs/1603.07910
Autor:
Edit Yerushalmi, Charles Henderson, William Mamudi, Chandralekha Singh, Shih-Yin Lin, N. Sanjay Rebello, Paula V. Engelhardt
Individual interviews are often considered to be the gold standard for researchers to understand how people think about phenomena. However, conducting and analyzing interviews is very time consuming. This paper presents the Group Administered Interac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7a6ea7e3f147b7761faf7081dc2d575d
http://arxiv.org/abs/1602.06391
http://arxiv.org/abs/1602.06391
Drawing appropriate diagrams is a useful problem solving heuristic that can transform a given problem into a representation that is easier to exploit for solving it. A major focus while helping introductory physics students learn problem solving is t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cfe2c3f29e397e629f63a4ef0ff3e3ad
http://arxiv.org/abs/1601.04357
http://arxiv.org/abs/1601.04357
Quantum mechanics is a challenging subject, even for advanced undergraduate and graduate students. Here, we discuss the development and evaluation of research-based concept tests for peer instruction as a formative assessment tool in quantum mechanic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8fc0d828c477ec379f6b532bc9b94bfb
Prior research suggests that many students believe that the magnitude of the static frictional force is always equal to its maximum value. Here, we examine introductory students' ability to learn from analogical reasoning (with different scaffolding
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::09499edd2a3df3aea16b1390bd74fb96
Publikováno v:
2014 Physics Education Research Conference Proceedings.
The Gender Force Concept Inventory (GFCI) was used in lieu of the Force Concept Inventory (FCI) to assess the Learner-centered Environment for Algebra-based Physics (LEAP) curriculum which utilizes interactive engagement pedagogies. Students enrolled
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7810b05806b2b5c951292711d81a863c
https://doi.org/10.1119/perc.2014.pr.038
https://doi.org/10.1119/perc.2014.pr.038
Autor:
H. Vincent Kuo, Patrick B. Kohl, Lincoln D. Carr, N. Sanjay Rebello, Paula V. Engelhardt, Chandralekha Singh
The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::468adb9c41186b554114e591253a326d