Zobrazeno 1 - 10
of 73
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
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:
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
Autor:
Michael J. Cahill, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes, Michelle Repice, Jiuqing Zhao, Rebecca Trousil
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010107 (2018)
Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is tha
Externí odkaz:
https://doaj.org/article/e704d18055ae4c22a22b6c455c47b748
Autor:
Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow, K. Mairin Hynes, Jiuqing Zhao, Michael J. Cahill
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 2, p 020141 (2016)
The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-so
Externí odkaz:
https://doaj.org/article/dbba947e24df41fc884d55d0788f4254
Autor:
Michael J. Cahill, K. Mairin Hynes, Rebecca Trousil, Lisa A. Brooks, Mark A. McDaniel, Michelle Repice, Jiuqing Zhao, Regina F. Frey
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 10, Iss 2, p 020101 (2014)
Interactive-engagement (IE) techniques consistently enhance conceptual learning gains relative to traditional-lecture courses, but attitudinal gains typically emerge only in small, inquiry-based curricula. The current study evaluated whether a “sca
Externí odkaz:
https://doaj.org/article/a083ec266ba84e658c0e95540e1a3198
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
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:
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