Zobrazeno 1 - 10
of 123
pro vyhledávání: '"Turpen, Chandra"'
Community-based professional development initiatives have been shown to support physics faculty in their adoption of research-based instructional strategies. Hoping to better understand these initiatives' mechanisms of success, we analyze the results
Externí odkaz:
http://arxiv.org/abs/2209.09306
At many physics departments a significant fraction of teaching is in support of engineers and scientists in other majors. These service courses are thus an automatic crucible of interdisciplinary interaction, and at times, strife. For example, the tr
Externí odkaz:
http://arxiv.org/abs/2101.12622
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Autor:
Olmstead, Alice, Turpen, Chandra
Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our co
Externí odkaz:
http://arxiv.org/abs/1606.07126
Autor:
Olmstead, Alice, Turpen, Chandra
Professional development workshops are commonly used to promote the adoption of research-based instructional strategies among physics and astronomy faculty. After learning about such strategies, faculty are often motivated to modify and adapt them wi
Externí odkaz:
http://arxiv.org/abs/1512.00050
Autor:
Sawtelle, Vashti, Turpen, Chandra
This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect, and episte
Externí odkaz:
http://arxiv.org/abs/1409.5471
Publikováno v:
Phys. Rev. ST Phys. Educ. Res 10, 010115 (2014)
As interdisciplinary courses are developed, instructors and researchers have to grapple with questions of how students should make connections across disciplines. We explore the issue of interdisciplinary reconciliation (IDR): how students reconcile
Externí odkaz:
http://arxiv.org/abs/1402.5408
Autor:
Dreyfus, Benjamin W., Geller, Benjamin D., Gouvea, Julia, Sawtelle, Vashti, Turpen, Chandra, Redish, Edward F.
Publikováno v:
Phys. Rev. ST Phys. Educ. Res 10, 020108 (2014)
Teaching about energy in interdisciplinary settings that emphasize coherence among physics, chemistry, and biology leads to a more central role for chemical bond energy. We argue that an interdisciplinary approach to chemical energy leads to modeling
Externí odkaz:
http://arxiv.org/abs/1312.6112
Autor:
Geller, Benjamin D., Dreyfus, Benjamin W., Gouvea, Julia, Sawtelle, Vashti, Turpen, Chandra, Redish, Edward F.
Publikováno v:
Am. J. Phys. 82(5), 394 (2014)
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as "disorder" or "chaos" come into contact with their ideas about the spontaneous formation of organized biological st
Externí odkaz:
http://arxiv.org/abs/1308.5433
Autor:
Dreyfus, Benjamin W., Gouvea, Julia, Geller, Benjamin D., Sawtelle, Vashti, Turpen, Chandra, Redish, Edward F.
Publikováno v:
Am. J. Phys. 82(5), 403 (2014)
Energy is a complex idea that cuts across scientific disciplines. For life science students, an approach to energy that incorporates chemical bonds and chemical reactions is better equipped to meet the needs of life sciences students than a tradition
Externí odkaz:
http://arxiv.org/abs/1308.3667