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1
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Force concept inventory
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Hestenes, D.1
Wells, M.2
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2
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33947199278
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The initial knowledge state of college physics students
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10.1119/1.14030
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Halloun, I.A.1
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Common-sense concepts about motion
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Halloun I.A. Hestenes D. Common-sense concepts about motion. Am. J. Phys. 1985, 53:1056-1065. 10.1119/1.14031, and ",".
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Halloun, I.A.1
Hestenes, D.2
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5
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Resource letter: PER-1: Physics education research
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10.1119/1.19122
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McDermott L.C. Redish E.F. Resource letter: PER-1: Physics education research. Am. J. Phys. 1999, 67:755-767. 10.1119/1.19122, and ",".
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McDermott, L.C.1
Redish, E.F.2
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6
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0032330948
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Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
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Hake R.R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys. 1998, 66:64-74. 10.1119/1.18809, ",".
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Hake, R.R.1
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7
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80051822261
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The order of magnitude of the FCI data at Arizona State University is at least 50000 cases. Through the Interactive Learning Toolkit test module, the Mazur group at Harvard University has close to 10000 cases. There are several hundreds of undocumented FCI administrations each semester worldwide. We would not be surprised if the order of magnitude of FCI administrations was close to one million si
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The order of magnitude of the FCI data at Arizona State University is at least 50000 cases. Through the Interactive Learning Toolkit test module, the Mazur group at Harvard University has close to 10000 cases. There are several hundreds of undocumented FCI administrations each semester worldwide. We would not be surprised if the order of magnitude of FCI administrations was close to one million since its initial publication in 1992.
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9
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0032366218
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Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula
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Thornton R.K. Sokoloff D.R. Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. Am. J. Phys. 1998, 66:338-351. 10.1119/1.18863, and ",".
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Thornton, R.K.1
Sokoloff, D.R.2
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10
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67650481104
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Comparing the force and motion conceptual evaluation and the force concept inventory
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10.1103/PhysRevSTPER.5.010105
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Thornton R.K. Kuhl D. Cummings K. Marx J. Comparing the force and motion conceptual evaluation and the force concept inventory. Phys. Rev. STPhys. Educ. Res. 2009, 5:010105. 10.1103/PhysRevSTPER.5.010105, and ",".
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Thornton, R.K.1
Kuhl, D.2
Cummings, K.3
Marx, J.4
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13
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33646014253
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Resources, framing, and transfer
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J. Mestre, edited by (Information Age Publishing, Greenwich, CT, )
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Hammer D. Elby A. Scherr R.E. Redish E.F. Resources, framing, and transfer. Transfer of Learning from a Modern Multidisciplinary Perspective 2005, J. Mestre, and "," in edited by (Information Age Publishing, Greenwich, CT, ).
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(2005)
Transfer of Learning from a Modern Multidisciplinary Perspective
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Hammer, D.1
Elby, A.2
Scherr, R.E.3
Redish, E.F.4
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14
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33645988315
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A theoretical framework for physics education research: Modeling student thinking
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E. Redish, C. Tarsitani, M. Vicentini, "," in , Course CLVI, Italian Physical Society, edited
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Redish E.F. A theoretical framework for physics education research: Modeling student thinking. Proceedings of the 2004 Enrico Fermi Summer School 1-63. E. Redish, C. Tarsitani, M. Vicentini, "," in Course CLVI, Italian Physical Society, edited by and pp.
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Proceedings of the 2004 Enrico Fermi Summer School
, pp. 1-63
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Redish, E.F.1
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15
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35748965897
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Knowledge organization and activation in physics problem solving
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10.1119/1.2746359
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Sabella M.S. Redish E.F. Knowledge organization and activation in physics problem solving. Am. J. Phys. 2007, 75:1017-1029. 10.1119/1.2746359, and ",".
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(2007)
Am. J. Phys.
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Sabella, M.S.1
Redish, E.F.2
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16
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0041035096
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What does the force concept inventory actually measure?
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10.1119/1.2344171
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Huffman D. Heller P. What does the force concept inventory actually measure?. Phys. Teach. 1995, 33:138-143. 10.1119/1.2344171, and ",".
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Phys. Teach.
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Huffman, D.1
Heller, P.2
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17
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0005818927
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Interpreting the Force Concept Inventory: A response to March 1995 Critique by Huffman and Heller
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10.1119/1.2344278
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Hestenes D. Halloun I. Interpreting the Force Concept Inventory: A response to March 1995 Critique by Huffman and Heller. Phys. Teach. 1995, 33:502-504. 10.1119/1.2344278, and ",".
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(1995)
Phys. Teach.
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Hestenes, D.1
Halloun, I.2
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18
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79951974773
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Are all wrong FCI answers equivalent?
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Dedic H. Rosenfield S. Lasry N. Are all wrong FCI answers equivalent?. AIP Conf. Proc. 2010, 1289:125-128. and ",".
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(2010)
AIP Conf. Proc.
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Dedic, H.1
Rosenfield, S.2
Lasry, N.3
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19
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7744223509
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Capturing and modeling the process of conceptual change
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10.1016/0959-4752(94)90018-3
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Vosniadou S. Capturing and modeling the process of conceptual change. Learn. Instr. 1994, 4:45-69. 10.1016/0959-4752(94)90018-3, ",".
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Vosniadou, S.1
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