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Exploring the structure of misconceptions in the Force and Motion Conceptual Evaluation with modified module analysis
16 references·0 citing·33 second hop
Exploring the structure of misconceptions in the Force and Motion Conceptual Evaluation with modified module analysis (2020)Exploring the structure of misconceptions…Synthesis of discipline-based education research in physics (2014)Synthesis of discipline-based…Reducing the gender gap in the physics classroom (2006)Reducing the gender gap in th…Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment (2006)Evaluating an electricity and…Surveying students’ conceptual knowledge of electricity and magnetism (2001)Surveying students’ conceptua…Student resources for learning introductory physics (2000)Student resources for learnin…A Critique and Improvement of the CL Common Language Effect Size Statistics of McGraw and Wong (2000)A Critique and Improvement of…What changes in conceptual change? (1998)What changes in conceptual ch…Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula (1998)Assessing student learning of…More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research (1996)More than misconceptions: Mul…Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics (1993)Using bridging analogies and …Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Force concept inventory (1992)Force concept inventoryNot all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions (1989)Not all preconceptions are mi…Intuitive Physics (1983)Intuitive PhysicsStudents’ preconceptions in introductory mechanics (1982)Students’ preconceptions in i…Spontaneous Reasoning in Elementary Dynamics (1979)Spontaneous Reasoning in Elem…Statistical principles in experimental design. (1962)A simple, general purpose display of magnitude of experimental effect. (1982)Statistical Principles in Experimental Design (2003)A probability-based measure of effect size: Robustness to base rates and other factors. (2008)An Improved Effect Size for Single-Case Research: Nonoverlap of All Pairs (2008)Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion (2021)The Language of Thought (1975)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Women, Fire, and Dangerous Things (1987)How Students Understand Physics Equations (2001)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005)Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking (2010)The initial knowledge state of college physics students (1985)The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores (2002)New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Student expectations in introductory physics (1998)Elements of a cognitive model of physics problem solving: Epistemic games (2007)Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2014)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)Toward an epistemology of physics (1993)Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005)Research on conceptual understanding in mechanics (1984)Rethinking diversity in learning science: The logic of everyday sense‐making (2001)Naive Theories of Motion (2014)Mental Models of the Day/Night Cycle (1994)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Theories-in-Action: Some Theoretical and Empirical Issues in the Study of Students' Conceptual Frameworks in Science (1983)Students’ conceptions and the learning of science (1989)Should Science be Taught in Early Childhood? (2005)
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References

  • 1992Force concept inventory3,233 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1982Students’ preconceptions in introductory mechanics1,230 cited
  • 2000A Critique and Improvement of the CL Common Language Effect Size Statistics of McGraw and Wong1,162 cited
  • 1998Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula799 cited
  • 1998What changes in conceptual change?692 cited
  • 2001Surveying students’ conceptual knowledge of electricity and magnetism677 cited
  • 1979Spontaneous Reasoning in Elementary Dynamics656 cited
  • 2000Student resources for learning introductory physics637 cited
  • 1983Intuitive Physics620 cited
  • 1993Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics568 cited
  • 2014Synthesis of discipline-based education research in physics553 cited
  • 2006Reducing the gender gap in the physics classroom426 cited
  • 2006Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment413 cited
  • 1989Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions

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403 cited
  • 1996More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research359 cited
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