Students rarely use advanced problem solving strategies while solving problems even when these strategies had been taught in class. Explicit instruction that scaffolds varying levels of cognitive load inherent in these methods may be necessary for students to effectively use such strategies.
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Under certain conditions, retrieval-based practice can produce learning at-least as good as peer instruction.
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As more decimal places are shown in data, high school students seem less able to draw correct conclusions.
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Using multiple representations is central to the study of physics. Today we look at how well students can change between representations of linear functions.
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It may be obvious that physics professors and introductory students solve physics problems differently. However, how they differ may not be so obvious.
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