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Teaching Physics: Figuring Out What Works part of SERC Print Resource Collection
The authors assert that physics education research, a growing subfield of physics, helps educators understand what students learn in physics courses and how to make sense of what physics students do ...

Research on Learning: Assessment:Meta-Analysis, Instructional Design
Subject: Physics:Education Practices:Pedagogy, Education:Assessment, Physics:Education Practices:Curriculum Development, Instructional Material Design, Physics:Education Foundations:Assessment of Students, Achievement

The Implications of Cognitive Studies for Teaching Physics part of SERC Print Resource Collection
This article reviews lessons learned from cognitive studies. It suggests that results of cognitive studies provide a framework that is transferable to talking about and understanding how physics ...

Research on Learning: Cognitive Domain:How information is organized:Mental models
Subject: Education, Physics: Practices

ThinkerTools: Causal Models, Conceptual Change, and Science Education part of SERC Print Resource Collection
This article describes an approach that enables sixth graders (i.e., 11- and 12-year-olds) to develop a conceptual model that embodies the principles underlying Newtonian mechanics, and to apply ...

Research on Learning: Instructional Design:Constructivism, Scaffolding, Use of Technology, Cognitive Domain:Cognitive Development, Affective Domain:Gender Differences , Cognitive Domain:How information is organized:Mental models, Cognitive Domain:Metacognition
Subject: Physics:Education Foundations:Student Populations, Physics:Education Practices:Technology, Education, Physics: Foundations:Learning Theory, Physics:Education Practices:Instructional Material Design, Physics:Education Foundations:Achievement, Physics:Classical Mechanics, Education Foundations:Cognition

Teaching for conceptual change: Using status as a metacognitive tool part of SERC Print Resource Collection
Research into students' conception often presents those conceptions as problematic for the teacher, something to be exposed and then overcome through instruction. This article argues for a different ...

Research on Learning: Instructional Design, Cognitive Domain:Metacognition
Subject: Education, Physics: Practices:Pedagogy, Physics:Education Foundations:Cognition

Toward Computer-Based Support of Meta-Cognitive Skills: A Computational Framework to Coach Self-Explanation part of SERC Print Resource Collection
Abstract: We present a computational framework designed to improve learning from examples by supporting self-explanation -- the process of clarifying and making more complete to oneself the solution ...

Research on Learning: Ways Of Learning:Verbal, Instructional Design:Use of Technology, Cognitive Domain:Metacognition, Knowledge Transfer
Subject: Education, Physics: Foundations:Cognition, Physics:Education Practices, Classical Mechanics

A New Order for Mechanics part of SERC Print Resource Collection

Research on Learning: Instructional Design:Scaffolding, Use of Technology, Ways Of Learning:Active/Kinesthetic/Experiential, Cognitive Domain:How information is organized:Mental models
Subject: Physics:Education Practices:Curriculum Development, Education, Physics:Classical Mechanics:Newton's Third Law, Newton's First Law, Newton's Second Law

Helping students understand challenging topics in science through ontology training part of SERC Print Resource Collection
Article abstract: Chi (2005) proposed that students experience difficulty in learning about physics concepts such as light, heat, or electric current because they attribute to these concepts an ...

Research on Learning: Cognitive Domain:Misconceptions/barriers to learning, Instructional Design:Use of Technology, Cognitive Domain:How information is organized:Mental models
Subject: Physics:Education Foundations:Cognition, Physics:Electricity & Magnetism, Education Practices:Technology, Instructional Material Design


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