相关论文: Students taught by a first-time instructor using a…
We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments,…
Substantial research indicates that active learning methods improve student learning more than traditional lecturing. Accordingly, current studies aim to characterize and evaluate different instructors' implementations of active learning…
We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in…
We present a model for competency-based grading for calculus-based introductory physics that encourages students to obtain proficiency with all course content. By allowing students to continually improve their proficiency with skills and…
Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and…
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…
We report a course on teaching in physics lab for teachers enrolled in Formative Active Training, which actually allows to obtain the teacher qualification in Italy. The course was designed with the purpose of showing in practice what means…
There is some evidence that conceptual inquiry-based introductory physics lab curricula, such as RealTime Physics, may improve students' understanding of physics concepts. Thus, these curricula may be attractive for instructors who seek to…
An earlier investigation found that the performance of advanced students in a quantum mechanics course did not automatically improve from midterm to final exam on identical problems even when they were provided the correct solutions and…
The objective of our study is to ascertain the present learning behaviors, driving forces, and assessment techniques as perceived by first-year students, and to examine them through the lens of the most recent developments (pandemic, shift…
When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be…
As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of…
Improving student success in introductory physics remains a persistent challenge despite substantial progress from research-based instructional practices. Evidence from the Latin American context remains limited, where resources for…
We have previously described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at a large public research one university (Original University) and…
Studies indicate that pre-existing misconceptions negatively impact the effectiveness of traditional physics education. Research has also shown that activity based instruction improves posttest scores on conceptual evaluations. However, the…
Most science classes and in particular Physics are delivered through traditional teaching methods. More specifically, in the traditional stand-and-deliver lecture, the information was transmitted unilaterally from the teacher to the student…
We describe a course designed to help future educators build an integrated understanding of the different elements of physics education research (PER), including: research into student learning, content knowledge from the perspective of how…
Equations are about more than computing physical quantities or constructing formal models; they are also about understanding. The conceptual systems physicists use to think about nature are made from many different resources, formal and…
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…
A simple model to help students see the connections between a physics course and their engineering major is described. "Bridging" had positive effects on performance, attitude, and motivation, as measured by grade analyses, surveys, and…