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Template for teaching and assessment of problem solving in introductory physics
16 references·1 citing·34 second hop
Template for teaching and assessment of problem solving in introductory physics (2020)Template for teaching and assessment of p…The Cambridge Handbook of Expertise and Expert Performance (2018)The Cambridge Handbook of Exp…Assessing student written problem solutions: A problem-solving rubric with application to introductory physics (2016)Assessing student written pro…University Physics With Modern Physics (2010)University Physics With Moder…Predictors of well‐structured and ill‐structured problem solving in an astronomy simulation (2002)Predictors of well‐structured…Peer Instruction: Ten years of experience and results (2001)Peer Instruction: Ten years o…Tutorials in Introductory Physics (1998)Tutorials in Introductory Phy…Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems (1996)Using qualitative problem-sol…Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992)Teaching problem solving thro…Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992)Teaching problem solving thro…Constraining Novices to Perform Expertlike Problem Analyses: Effects on Schema Acquisition (1992)Constraining Novices to Perfo…Overview, Case Study Physics (1991)Overview, Case Study PhysicsLearning to think like a physicist: A review of research-based instructional strategies (1991)Learning to think like a phys…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Prescribing Effective Human Problem-Solving Processes: Problem Description in Physics (1984)Prescribing Effective Human P…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Expert and Novice Performance in Solving Physics Problems (1980)Expert and Novice Performance…Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts (2023)Scaffolding students’ use of …Human Problem Solving. (1973)Perception in chess (1973)Dimensions of Consumer Expertise (1987)The Role of Goal Orientation in Self-Regulated Learning (2000)Problem-Based Learning: What and How Do Students Learn? (2004)Theoretical Issues in Reading Comprehension (2017)Representation and Understanding (1975)The theory of learning by doing. (1979)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)A Handbook of Child Psychology (1932)The Application of Electronic Computers to Factor Analysis (1960)The Scree Test For The Number Of Factors (1966)Toward a design theory of problem solving (2000)Handbook of Self-Regulation of Learning and Performance (2017)Simulation-Based Learning in Higher Education: A Meta-Analysis (2020)Force concept inventory (1992)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Active Learning: Cooperation in the College Classroom (2006)Active learning increases student performance in science, engineering, and mathematics (2014)Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)The role of theories in conceptual coherence. (1985)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Advances in Instructional Psychology (2019)Implications for educational practice of the science of learning and development (2019)Metacognition, Motivation, and Understanding (2026)Turning Student Groups into Effective Teams (2004)Where's the evidence that active learning works? (2006)Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007)Synthesis of discipline-based education research in physics (2014)Teaching and physics education research: bridging the gap (2014)Artificial intelligence and big data in entrepreneurship: a new era has begun (2019)Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans (2020)Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice (2022)How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005)
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References

  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,373 cited
  • 2001Peer Instruction: Ten years of experience and results2,826 cited
  • 1980Expert and Novice Performance in Solving Physics Problems2,144 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 1992Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups750 cited
  • 1992Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving734 cited
  • 2018The Cambridge Handbook of Expertise and Expert Performance646 cited
  • 1991Learning to think like a physicist: A review of research-based instructional strategies533 cited
  • 1998Tutorials in Introductory Physics485 cited
  • 2002Predictors of well‐structured and ill‐structured problem solving in an astronomy simulation341 cited
  • 2010University Physics With Modern Physics288 cited
  • 1984Prescribing Effective Human Problem-Solving Processes: Problem Description in Physics246 cited
  • 1991Overview, Case Study Physics204 cited
  • 1996Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems199 cited

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1992
Constraining Novices to Perform Expertlike Problem Analyses: Effects on Schema Acquisition
190 cited
  • 2016Assessing student written problem solutions: A problem-solving rubric with application to introductory physics183 cited
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    • 2023Scaffolding students’ use of metacognitive activities using discipline- and topic-specific reflective prompts21 cited