SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency
16 references·8 citing·39 second hop
Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency (2010)Force Concept Inventory-based multiple-ch…Approaches to data analysis of multiple-choice questions (2009)Approaches to data analysis o…Visualization: Theory and Practice in Science Education (2007)Visualization: Theory and Pra…The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2007)The Educational Value of Mult…DeFT: A conceptual framework for considering learning with multiple representations (2006)DeFT: A conceptual framework …Relation between students’ problem-solving performance and representational format (2005)Relation between students’ pr…The Force Concept Inventory: a tool for monitoring student learning (2002)The Force Concept Inventory: …Multiple representations of work–energy processes (2001)Multiple representations of w…The functions of multiple representations (1999)The functions of multiple rep…Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Interactive-engagement versus…Modeling methodology for physics teachers (1997)Modeling methodology for phys…Interpreting the force concept inventory: A response to March 1995 critique by Huffman and Heller (1995)Interpreting the force concep…Testing student interpretation of kinematics graphs (1994)Testing student interpretatio…Force concept inventory (1992)Force concept inventoryA Handbook of Test Construction: Introduction to Psychometric Design (1987)A Handbook of Test Constructi…The initial knowledge state of college physics students (1985)The initial knowledge state o…Physics: Principles with Applications (1980)Physics: Principles with Appl…Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations (2020)Using Smartphones as Experime…Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students (2018)Student understanding of grap…Enhancing physics learning with cognitively activating instruction: A quasi-experimental classroom intervention study. (2018)Enhancing physics learning wi…Assessment of representational competence in kinematics (2017)Assessment of representationa…Students’ proficiency scores within multitrait item response theory (2015)Students’ proficiency scores …Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics (2013)Exploring one aspect of pedag…Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning (2012)Relations between representat…Exploratory factor analysis of a Force Concept Inventory data set (2012)Exploratory factor analysis o…The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992)Does Active Learning Work? A Review of the Research (2004)Active learning increases student performance in science, engineering, and mathematics (2014)Toward a Theory of Instruction (1966)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Architecture and Instructional Design (1998)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Drawing to Learn in Science (2011)Digital support for student engagement in blended learning based on self-determination theory (2021)Architecture of Cognition (1983)Exploring visuospatial thinking in chemistry learning (2004)Metarepresentation: Native Competence and Targets for Instruction (2004)An Integrated Model of Text and Picture Comprehension (2005)Advances in Instructional Psychology (2019)Students’ preconceptions in introductory mechanics (1982)Common sense concepts about motion (1985)Development and use of diagnostic tests to evaluate students’ misconceptions in science (1988)Learning by Collaborating: Convergent Conceptual Change (1992)Review of research in education (1973)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Multimedia Learning (2002)What Teachers of Science Need to Know about Models: An overview (2010)Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012)Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning (2016)Rethinking Formalisms in Formal Education (2012)A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks (2016)Does item homogeneity indicate internal consistency or item redundancy in psychometric scales? (1991)On exploratory factor analysis: A review of recent evidence, an assessment of current practice, and recommendations for future use (2013)On orthorexia nervosa: A review of the literature and proposed diagnostic criteria (2015)Peer Instruction: Ten years of experience and results (2001)Where's the evidence that active learning works? (2006)The Flipped Classroom: A Survey of the Research (2020)Cognitive processes in comprehension of science texts: the role of co‐activation in confronting misconceptions (2008)Development of a Three-Tier Test to Assess Misconceptions About Simple Electric Circuits (2010)A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain (2012)How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005)Synthesis of discipline-based education research in physics (2014)A Review and Comparison of Diagnostic Instruments to Identify Students’ Misconceptions in Science (2015)
this work references cited by second hop

References

  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 1992Force concept inventory3,233 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,668 cited
  • 1999The functions of multiple representations1,130 cited
  • 1985The initial knowledge state of college physics students1,075 cited
  • 1994Testing student interpretation of kinematics graphs625 cited
  • 1987A Handbook of Test Construction: Introduction to Psychometric Design624 cited
  • 1980Physics: Principles with Applications418 cited
  • 2007The Educational Value of Multiple-representations when Learning Complex Scientific Concepts360 cited
  • 1995Interpreting the force concept inventory: A response to March 1995 critique by Huffman and Heller360 cited
  • 2007Visualization: Theory and Practice in Science Education289 cited
  • 2009Approaches to data analysis of multiple-choice questions260 cited
  • 2001Multiple representations of work–energy processes251 cited
  • 2005Relation between students’ problem-solving performance and representational format232 cited
  • 1997Modeling methodology for physics teachers

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

172 cited
  • 2002The Force Concept Inventory: a tool for monitoring student learning169 cited
  • Cited by

    • 2018Enhancing physics learning with cognitively activating instruction: A quasi-experimental classroom intervention study.113 cited
    • 2012Exploratory factor analysis of a Force Concept Inventory data set96 cited
    • 2020Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations93 cited
    • 2012Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning91 cited
    • 2018Student understanding of graph slope and area under a graph: A comparison of physics and nonphysics students80 cited
    • 2017Assessment of representational competence in kinematics79 cited
    • 2013Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics63 cited
    • 2015Students’ proficiency scores within multitrait item response theory48 cited