Zobrazeno 1 - 10
of 110
pro vyhledávání: '"Regina F. Frey"'
Autor:
Vanessa P. Bustamante, Hannah E. Blomgren, Dasha K. Walker, Joshua D. Edwards, Regina F. Frey
Publikováno v:
Physical Review Physics Education Research, Vol 20, Iss 2, p 020112 (2024)
In this exploratory study, we examined students’ perceptions of inclusion in a calculus-based, introductory physics 1 course for science and engineering majors. This course, offered at a large R1 institution in the United States, was conducted remo
Externí odkaz:
https://doaj.org/article/24cce3b7922349d5910c9c3c2d4c6ec2
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 2, p 020150 (2022)
Students’ social belonging in introductory science, technology, engineering, and mathematics courses has repeatedly been shown to be an important influence on students’ outcomes in these courses. Previous studies have further identified students
Externí odkaz:
https://doaj.org/article/0099dfc98d664fd598d92daa29017c21
Publikováno v:
Chemistry Education Research and Practice. 24:327-352
This exploratory, mixed-methods study examines first-year general chemistry students' written responses on a belonging survey. Responses were thematically analyzed to identify students’ sources of belonging, which may help instructors choose effect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0942946804c8dc36285668e49230bc3c
https://doi.org/10.1039/d2rp00166g
https://doi.org/10.1039/d2rp00166g
Autor:
Alessandra M. York, Angela Fink, Siera M. Stoen, Elise M. Walck-Shannon, Christopher M. Wally, Jia Luo, Jessica D. Young, Regina F. Frey
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 2, p 020140 (2021)
Gender inequities continue to persist within science, technology, engineering, and mathematics (STEM) disciplines, even at the undergraduate level. This has led researchers to further examine potential factors that contribute to retention and persist
Externí odkaz:
https://doaj.org/article/d824e62b0b224136984121cedd70a1d2
Publikováno v:
Scholarship of Teaching and Learning in Psychology.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::68f04cb2c6fbbcb5de86ac92e4c7dbcf
https://doi.org/10.1037/stl0000360
https://doi.org/10.1037/stl0000360
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 1, p 010105 (2020)
The Force Concept Inventory (FCI) can serve as a summative assessment of students’ conceptual knowledge at the end of introductory physics, but previous work has suggested that the knowledge measured by this instrument is not a unitary construct. I
Externí odkaz:
https://doaj.org/article/0a47d64dbaf54ee7bd389619dbe52c42
Publikováno v:
Journal of Chemical Education. 99:71-82
Students' social belonging in a general chemistry course has been shown to predict academic performance in that course. Additionally, students' social belonging at the beginning of a general chemistry course has been shown to differ across demographi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d8a77e7cd50f2b75e76356a664af6c0
https://doi.org/10.1021/acs.jchemed.1c00405
https://doi.org/10.1021/acs.jchemed.1c00405
Publikováno v:
CBE life sciences education. 21(4)
Previous studies have found that students' concept-building approaches, identified a priori with a cognitive psychology laboratory task, are associated with student exam performances in chemistry classes. Abstraction learners (those who extract the p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a3d13f9eb9d610b743866771b85fae3c
https://pubmed.ncbi.nlm.nih.gov/36112624
https://pubmed.ncbi.nlm.nih.gov/36112624
Autor:
Shaina F. Rowell, Erin D. Solomon, Regina F. Frey, Julie M. Bugg, Paul S. Mattson, Mark A. McDaniel
Publikováno v:
Scholarship of Teaching and Learning in Psychology. 7:123-139
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a36c84f7ba83d4707169f9016613806f
https://doi.org/10.1037/stl0000172
https://doi.org/10.1037/stl0000172
Publikováno v:
CBE—Life Sciences Education. 21
Problem solving plays an essential role in all scientific disciplines, and solving problems can reveal essential concepts that underlie those disciplines. Thus, problem solving serves both as a common tool and desired outcome in many science classes.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9a029756e15c70607539e5bf2e3f1daa
https://doi.org/10.1187/cbe.22-02-0030
https://doi.org/10.1187/cbe.22-02-0030