Related papers: Using Analogies to Learn Introductory Physics
With inspiration from the classic study by Chi, Feltovich, and Glaser [1], we asked introductory physics students in three introductory physics classes to categorize mechanics problems based upon similarity of solutions. To evaluate the…
Almost all theories of physics have expressed physical laws by means of differential equations. One can ask: why differential equations? What is special about them? This article addresses these questions and is presented as an inquiry-based…
We discuss a case study of the influence of epistemology on learning for a student in an introductory college physics course. An analysis of videotaped class work, written work, and interviews indicates that many of the student's…
The objectives of physics laboratory courses include fostering conceptual understanding and development of several important cognitive, psycho-motor, attitudinal and affective abilities. In most of the Indian colleges and universities (and…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
Helping students become proficient problem-solvers is one of the primary goals of physics courses. In part 1 of this article, we summarized the vast research on problem-solving relevant for physics instruction, and here we discuss a…
Instructors in introductory physics courses often use labs and demonstrations to reinforce that the physics equations introduced in lectures and textbooks describe what actually happens in the real world. The surface features and…
We propose a unified approach to addition of some physical quantities (among which resistors and capacitors are the most well-known) that are usually encountered in introductory physics such that the formulae required to solve problems are…
We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying…
We discuss an inquiry-based curriculum that has been developed specifically for the introductory algebra-based physics course, taking into account the needs, backgrounds, learning styles and career goals of the students in that class. The…
We investigated the common difficulties that students have with concepts related to rotational and rolling motion covered in the introductory physics courses. We compared the performance of calculus- and algebra-based introductory physics…
A primary goal of physics is to create mathematical models that allow both predictions and explanations of physical phenomena. We weave maths extensively into our physics instruction beginning in high school, and the level and complexity of…
Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics, or the institution it is presented in. In order to better integrate computational thinking in introductory…
Formally investigating the sources of students' difficulties around specific subjects is crucial for developing appropriate strategies to help students. We have been studying difficulties in understanding magnetism encountered by students…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
We investigated the effects of student-generated problems on exams. The process was gradual with some training throughout the semester. Initial results were highly positive with the students involved performing significantly better, and…
An important step in learning to use math in science is learning to see physics equations as not just calculational tools, but as ways of expressing fundamental relationships among physical quantities, of coding conceptual information, and…
We discuss how a class of difficult kinematic problems can play an important role in an introductory course in stimulating students' reasoning on more complex physical situations. The problems presented here have an elementary analysis once…
Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to…