相关论文: How to choose which explanation to use with studen…
We discuss research involving the Conceptual Survey of Electricity and Magnetism (CSEM) to evaluate one aspect of the pedagogical content knowledge of teaching assistants (TAs): the knowledge of introductory students' alternate conceptions…
The aim of this study is to investigate the decisions and reasoning of undergraduate students when choosing simple measurement instruments in an introductory physics laboratory course. For this study, we have developed a questionnaire and…
Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…
The objective of this project is to compare the effectiveness of teaching styles used in high school physics classes and the methods used to assess them. We would like to determine those approaches to physics at the high schools that work…
Science students must deal with the errors inherent to all physical measurements and be conscious of the need to expressvthem as a best estimate and a range of uncertainty. Errors are routinely classified as statistical or systematic.…
The scope of this paper was to find out how the students in Computer Science perceive different teaching styles and how the teaching style impacts the learning desire and interest in the course. To find out, we designed and implemented an…
Studying for physics exams can be difficult and stressful, especially during a student's introductory year in physics. For students who do not plan to major in physics, the desire to do well is based less on understanding concepts and more…
Common research tasks ask students to identify a correct answer and justify their answer choice. We propose expanding the array of research tasks to access different knowledge that students might have. By asking students to discuss answers…
This proposal presents a methodology called enriched three-tier test, based on a similar test previously discussed in the literature. Ours consists of the use of justification and degrees of confidence combined with a multiple-choice test.…
The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior…
I believe that most teachers develop a belief in a set of pedagogical practices. As we teach, we try different ways to teach topics and then judge how successful the methods were. After several years, we have a compilation of techniques in…
Machine teaching studies the interaction between a teacher and a student/learner where the teacher selects training examples for the learner to learn a specific task. The typical assumption is that the teacher has perfect knowledge of the…
A close look at students' written work on examinations offers a wealth of information about their performance, their knowledge of the subject, their strengths, weaknesses and misconceptions, and their overall level of mathematical skills…
We present results of our investigation into student understanding of the physical significance and utility of the Boltzmann factor in several simple models. We identify various justifications, both correct and incorrect, that students use…
Uncertainty is an important concept in physics laboratory instruction. However, little work has examined how students reason about uncertainty beyond the introductory (intro) level. In this work we aimed to compare intro and beyond-intro…
We address the question "How do students make sense of Physics from the point of view of constituting physics knowledge?". A phenomenographic study is described as a result of which we present six qualitatively different ways in which…
What kind of problem-solving instruction can help students apply what they have learned to solve the new and unfamiliar problems they will encounter in the future? We propose that mathematical sensemaking, the practice of seeking coherence…
Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the…
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…
Six specific modes of reasoning about ratio and proportion have been delineated as a means of operationalizing expert practice. These modes stem from consideration of how physicists reason in context, are informed by prior work in physics…