Zobrazeno 1 - 10
of 49
pro vyhledávání: '"William J. Gerace"'
Autor:
Jason E. Strickhouser, William J. Gerace, Maha A. Elobeid, Ian D. Beatty, Stephanie J. Sedberry
Publikováno v:
2019 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3cc764c9d8bc86877ca92fd57b049582
https://doi.org/10.1119/perc.2019.pr.sedberry
https://doi.org/10.1119/perc.2019.pr.sedberry
Autor:
Jason E. Strickhouser, Ian D. Beatty, William J. Gerace, Stephanie J. Sedberry, Michael J. Kane, Maha A. Elobeid
Publikováno v:
2019 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8a9699bf3901128faf75d9734bca0ca5
https://doi.org/10.1119/perc.2019.pr.beatty
https://doi.org/10.1119/perc.2019.pr.beatty
Publikováno v:
American Journal of Physics. 74:31-39
Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective questions is difficult, and differs from creating exam and homework problem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::00767284a67c9fb21579dcdac43e2da7
https://doi.org/10.1119/1.2121753
https://doi.org/10.1119/1.2121753
Autor:
Robert J. Dufresne, William J. Gerace
Publikováno v:
The Physics Teacher. 42:428-433
Assessment designed to enhance teaching and learning is called “formative assessment.” During formative assessment, teachers and students seek information about the state of student learning and then use the acquired information to adapt teaching
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ffddba7cedbfe7febb4e25455243b00f
https://doi.org/10.1119/1.1804662
https://doi.org/10.1119/1.1804662
Publikováno v:
The Physics Teacher. 40:174-180
A detailed example is used to illustrate the difficulties making sense of students’ answers to multiple-choice questions. We explore how correct answers can be false indicators of student knowledge and understanding. We caution against excessive re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8d4df08879d5acf1f081947cf57ed57c
https://doi.org/10.1119/1.1466554
https://doi.org/10.1119/1.1466554
Publikováno v:
Dipòsit Digital de Documents de la UAB
Universitat Autònoma de Barcelona
Enseñanza de las ciencias: revista de investigación y experiencias didácticas; 2002: Vol.: 20 Núm.: 3; p. 387-400
Enseñanza de las Ciencias: revista de investigación y experiencias didácticas; 2002: Vol.: 20 Núm.: 3; p. 387-400
Universitat Autònoma de Barcelona
Enseñanza de las ciencias: revista de investigación y experiencias didácticas; 2002: Vol.: 20 Núm.: 3; p. 387-400
Enseñanza de las Ciencias: revista de investigación y experiencias didácticas; 2002: Vol.: 20 Núm.: 3; p. 387-400
Usando los resultados provenientes de la investigación educativa en áreas tales como concepciones alternativas, diferencias entre expertos y novatos, adquisición de esquemas, sobrecarga cognitiva y análisis jerárquico, hemos desarrollado un marc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5aadbcd7f15e2f37e54c3f9e798741b6
https://doi.org/10.5565/rev/ensciencias.3955
https://doi.org/10.5565/rev/ensciencias.3955
Publikováno v:
2013 Physics Education Research Conference Proceedings.
UNCG has an innovative Learning Assistant (LA) program, in which upper-class undergraduate physics majors teach laboratory sections of the introductory calculus-based physics sequence. The lecture section’s professor provides supervision and determ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::046d06c7dea2f2ed366cbac503887588
https://doi.org/10.1119/perc.2013.pr.031
https://doi.org/10.1119/perc.2013.pr.031
Publikováno v:
2013 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c8d9a2b4ba2624b5032728daa442fd2
https://doi.org/10.1119/perc.2013.pr.028
https://doi.org/10.1119/perc.2013.pr.028
Publikováno v:
The Physics Teacher. 39:109-115
The physics of jumping is explored for a simple spring-loaded toy. The toy is easy to make and easy to analyze using an elementary Hooke’s law model. Possible uses in introductory physics are described. Conceptual and pedagogical issues are discuss
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65626c3c739d0866572219daa1ce9e37
https://doi.org/10.1119/1.1355171
https://doi.org/10.1119/1.1355171
Publikováno v:
The Physics Teacher. 35:270-275
We present a teaching strategy to encourage flexible, non algorithmic problem solving. Students create several problem representations to answer questions about a single problem situation. Through reflection students learn the value of non algebraic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::71e00f228cc8a7480a2e80a5cfd11546
https://doi.org/10.1119/1.2344681
https://doi.org/10.1119/1.2344681