Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Ryan, Qing X."'
Publikováno v:
Phys. Rev. Phys. Educ. Res. 16, 020130 (2020)
Machine learning algorithms have recently been used to predict students' performance in an introductory physics class. The prediction model classified students as those likely to receive an A or B or students likely to receive a grade of C, D, F or w
Externí odkaz:
http://arxiv.org/abs/2007.13575
Through a case study, we demonstrate that teachers can tacitly notice student epistemic framing, and that this noticing can prompt instructor action which tips student framing. Our study is based on video data taken during tutorial sections and oral
Externí odkaz:
http://arxiv.org/abs/2002.12879
As part of ongoing investigations into student learning in advanced undergraduate courses, we have developed a conceptual assessment tool for upper-division electrodynamics (E&M II): the Colorado UppeR-division ElectrodyNamics Test (CURrENT). This is
Externí odkaz:
http://arxiv.org/abs/1708.04451
Identifying and understanding student difficulties with physics content in a wide variety of topical areas is an active research area within the PER community. In many cases, physics topics appear multiple times in different contexts across the under
Externí odkaz:
http://arxiv.org/abs/1703.06203
Boundary conditions (BCs) are considered as an important topic that advanced physics under- graduates are expected to understand and apply. We report findings from an investigation of student difficulties using boundary conditions (BCs) in electrodyn
Externí odkaz:
http://arxiv.org/abs/1507.05604
Autor:
Wilcox, Bethany R., Caballero, Marcos D., Baily, Charles, Sadaghiani, Homeyra, Chasteen, Stephanie V., Ryan, Qing X., Pollock, Steven J.
The use of validated conceptual assessments alongside more standard course exams has become standard practice for the introductory courses in many physics departments. These assessments provide a more standard measure of certain learning goals, allow
Externí odkaz:
http://arxiv.org/abs/1410.3854
As part of an ongoing project to investigate student learning in upper-division electrodynamics (E&M II), the PER research group at the University of Colorado Boulder has developed a tool to assess student conceptual understanding: the CURrENT (Color
Externí odkaz:
http://arxiv.org/abs/1408.1936
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