However, the frequency matters. Otherwise, there’s almost no benefit.
Continue reading
Tag: Scientific Reasoning and Problem Solving
Students rarely use advanced problem solving strategies that they were explicitly taught in class
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.
Continue reading
Retrieval-based practice and peer instruction in introductory Physics
Under certain conditions, retrieval-based practice can produce learning at-least as good as peer instruction.
Continue reading
The more decimals, the more confusion
As more decimal places are shown in data, high school students seem less able to draw correct conclusions.
Continue reading
Transitioning between tables, equations, and graphs (oh my!) in physics and math
Using multiple representations is central to the study of physics. Today we look at how well students can change between representations of linear functions.
Continue reading
What makes a physics problem similar to another: professors vs students
It may be obvious that physics professors and introductory students solve physics problems differently. However, how they differ may not be so obvious.
Continue reading