Educational Transformation in Upper-Division Physics: The Science Education Initiative Model, Outcomes, and Lessons Learned.
暂无分享,去创建一个
[1] D. Hestenes,et al. Force concept inventory , 1992 .
[2] Ronald K. Thornton,et al. Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula , 1998 .
[3] L. McDermott,et al. Resource Letter: PER-1: Physics Education Research , 1999 .
[4] E. Mazur,et al. Peer Instruction: Ten years of experience and results , 2001 .
[5] Bradley S. Ambrose. Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction , 2004 .
[6] Wolfgang Christian,et al. Improving students’ understanding of quantum mechanics , 2006 .
[7] Robert J. Beichner,et al. Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment , 2006 .
[8] C. Henderson,et al. Physics Faculty and Educational Researchers: Divergent Expectations as Barriers to the Diffusion of Innovations , 2006, physics/0608295.
[9] C. E. Wieman,et al. AIP Conference Proceedings: Reforming a large lecture modern physics course for engineering majors using a PER-based design , 2007 .
[10] C. Henderson. Promoting Instructional Change in New Faculty: An Evaluation of the Physics and Astronomy New Faculty Workshop , 2007 .
[11] B. Simon,et al. What is the Value of Course-Specific Learning Goals?. , 2009 .
[12] Katherine K. Perkins,et al. Transforming Upper‐Division Quantum Mechanics: Learning Goals and Assessment , 2009 .
[13] Katherine K. Perkins,et al. Student Perspectives on Using Clickers in Upper‐division Physics Courses , 2009 .
[14] Melissa H. Dancy,et al. Impact of physics education research on the teaching of introductory quantitative physics in the United States , 2009 .
[15] Katherine K. Perkins,et al. Faculty Disagreement about the Teaching of Quantum Mechanics , 2009 .
[16] C. Wieman,et al. Transforming Science Education at Large Research Universities: A Case Study in Progressxs , 2010 .
[17] Katherine Perkins,et al. "At the end of my course, students should be able to …": The benefits of creating and using effective learning goals , 2010 .
[18] Melissa H. Dancy,et al. Pedagogical practices and instructional change of physics faculty , 2010 .
[19] Katherine K. Perkins,et al. The use of concept tests and peer instruction in upper‐division physics , 2010 .
[20] Our best juniors still struggle with Gauss's Law: Characterizing their difficulties , 2010 .
[21] S. Chasteen,et al. Upper-Division Students' Difficulties with Ampere's Law. , 2010 .
[22] John R. Thompson,et al. Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor , 2010 .
[23] Chandralekha Singh,et al. Do advanced physics students learn from their mistakes without explicit intervention , 2010 .
[24] Louis Deslauriers,et al. Learning and retention of quantum concepts with different teaching methods , 2011 .
[25] C. Wieman,et al. A Thoughtful Approach to Instruction: Course Transformation for the Rest of Us , 2011 .
[26] Wendy K. Adams,et al. Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking , 2011 .
[27] Stephanie V. Chasteen. Teasing out the effect of tutorials via multiple regression , 2012 .
[28] Katherine K. Perkins,et al. But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism , 2012 .
[29] Katherine K. Perkins,et al. Transforming the Junior Level: Outcomes from Instruction and Research in E&M. , 2012 .
[30] Facilitating faculty conversations: Development of consensus learning goals , 2012 .
[31] Katherine K. Perkins,et al. Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level , 2012 .
[32] Rachel E. Pepper,et al. Thinking like a physicist: A multi-semester case study of junior-level electricity and magnetism , 2012 .
[33] M. Niewiadomska-Bugaj,et al. Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? , 2012 .
[34] Katherine K. Perkins,et al. Observations on student difficulties with mathematics in upper-division electricity and magnetism , 2012 .
[35] Chandralekha Singh,et al. Surveying students’ understanding of quantum mechanics in one spatial dimension , 2012, 1602.05440.
[36] John Miller,et al. Constructing a Multiple-Choice Assessment For Upper-Division Quantum Physics From An Open-Ended Tool , 2013 .
[37] Trevor I. Smith,et al. Student understanding of Taylor series expansions in statistical mechanics , 2011, 1112.4231.
[38] Steven J. Pollock,et al. Analytic Framework for Students' Use of Mathematics in Upper-Division Physics , 2013 .
[39] Developing Tutorials for Advanced Physics Students: Processes and Lessons Learned , 2013, 1309.0734.
[40] C. Wieman,et al. Use of research-based instructional strategies: how to avoid faculty quitting , 2013, 1304.5673.
[41] Steven J. Pollock,et al. ACER: A framework on the use of mathematics in upper-division physics , 2012, 1207.0987.
[42] Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods , 2013, 1306.2905.
[43] Steven J. Pollock,et al. Upper-division student understanding of Coulomb's law: Difficulties with continuous charge distributions , 2013 .
[44] Qing X. Ryan,et al. Development and Uses of Upper-division Conceptual Assessment , 2014, 1410.3854.
[45] Validation of a Conceptual Assessment Tool in E&M II , 2014, 1408.1936.
[46] Rubric Design For Separating The Roles Of Open-Ended Assessments , 2014, 1407.3297.
[47] Maura Borrego,et al. Increasing the Use of Evidence‐Based Teaching in STEM Higher Education: A Comparison of Eight Change Strategies , 2014 .
[48] Nancy Kober,et al. Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering. , 2015 .
[49] Bethany R. Wilcox,et al. Upper-division student difficulties with the Dirac delta function , 2015, 1501.07490.
[50] Bethany R. Wilcox,et al. Unpacking students’ use of mathematics in upper-division physics: where do we go from here? , 2014, 1409.7660.