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You searched for subject:(Physics Education Research). Showing records 1 – 30 of 67 total matches.

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Purdue University

1. Vandrevala, Cyrus Marazban. THE DEVELOPMENT OF A COMPUTERIZED INTERACTIVE TEACHING ASSISTANT IN PHYSICS: THE CITA ON CHIP PROJECT.

Degree: PhD, Physics & Astronomy, 2016, Purdue University

 One of the many roles of university instructors is to provide help to students throughout the semester - especially in the form of feedback on… (more)

Subjects/Keywords: CITA; education; homework; online; physics; research

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APA (6th Edition):

Vandrevala, C. M. (2016). THE DEVELOPMENT OF A COMPUTERIZED INTERACTIVE TEACHING ASSISTANT IN PHYSICS: THE CITA ON CHIP PROJECT. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1375

Chicago Manual of Style (16th Edition):

Vandrevala, Cyrus Marazban. “THE DEVELOPMENT OF A COMPUTERIZED INTERACTIVE TEACHING ASSISTANT IN PHYSICS: THE CITA ON CHIP PROJECT.” 2016. Doctoral Dissertation, Purdue University. Accessed February 20, 2020. https://docs.lib.purdue.edu/open_access_dissertations/1375.

MLA Handbook (7th Edition):

Vandrevala, Cyrus Marazban. “THE DEVELOPMENT OF A COMPUTERIZED INTERACTIVE TEACHING ASSISTANT IN PHYSICS: THE CITA ON CHIP PROJECT.” 2016. Web. 20 Feb 2020.

Vancouver:

Vandrevala CM. THE DEVELOPMENT OF A COMPUTERIZED INTERACTIVE TEACHING ASSISTANT IN PHYSICS: THE CITA ON CHIP PROJECT. [Internet] [Doctoral dissertation]. Purdue University; 2016. [cited 2020 Feb 20]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1375.

Council of Science Editors:

Vandrevala CM. THE DEVELOPMENT OF A COMPUTERIZED INTERACTIVE TEACHING ASSISTANT IN PHYSICS: THE CITA ON CHIP PROJECT. [Doctoral Dissertation]. Purdue University; 2016. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1375


University of Washington

2. Hazelton, Ryan Lowell Crites. Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses.

Degree: PhD, 2015, University of Washington

 This dissertation describes an investigation of student conceptual understanding of statics concepts in E&M, at the introductory and junior level. At the introductory level, this… (more)

Subjects/Keywords: Curriculum development; Electrostatics; Magnetostatics; Physics education; Physics education research; Student understanding; Physics; Science education; Education; physics

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APA (6th Edition):

Hazelton, R. L. C. (2015). Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/34124

Chicago Manual of Style (16th Edition):

Hazelton, Ryan Lowell Crites. “Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses.” 2015. Doctoral Dissertation, University of Washington. Accessed February 20, 2020. http://hdl.handle.net/1773/34124.

MLA Handbook (7th Edition):

Hazelton, Ryan Lowell Crites. “Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses.” 2015. Web. 20 Feb 2020.

Vancouver:

Hazelton RLC. Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1773/34124.

Council of Science Editors:

Hazelton RLC. Identifying and addressing student difficulties with electrostatics and magnetostatics in introductory and advanced courses. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/34124


University of Washington

3. Stephanik, Brian Michael. An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density.

Degree: PhD, 2015, University of Washington

 This dissertation describes the results of two related investigations into introductory student understanding of ideas from classical physics that are key elements of quantum mechanics.… (more)

Subjects/Keywords: physics education; physics education research; potential energy diagram; probability density; student understanding; Physics; Science education; Education; physics

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APA (6th Edition):

Stephanik, B. M. (2015). An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/34133

Chicago Manual of Style (16th Edition):

Stephanik, Brian Michael. “An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density.” 2015. Doctoral Dissertation, University of Washington. Accessed February 20, 2020. http://hdl.handle.net/1773/34133.

MLA Handbook (7th Edition):

Stephanik, Brian Michael. “An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density.” 2015. Web. 20 Feb 2020.

Vancouver:

Stephanik BM. An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density. [Internet] [Doctoral dissertation]. University of Washington; 2015. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1773/34133.

Council of Science Editors:

Stephanik BM. An Investigation of Student Understanding of Classical Ideas Related to Quantum Mechanics: Potential Energy Diagrams and Spatial Probability Density. [Doctoral Dissertation]. University of Washington; 2015. Available from: http://hdl.handle.net/1773/34133


University of Colorado

4. Baily, Charles Raymond. Perspectives in Quantum Physics: Epistemological, Ontological and Pedagogical.

Degree: PhD, Physics, 2011, University of Colorado

  A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the… (more)

Subjects/Keywords: curriculum development; instruction; interpretation; modern physics; physics education research; quantum mechanics; Education; Physics

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APA (6th Edition):

Baily, C. R. (2011). Perspectives in Quantum Physics: Epistemological, Ontological and Pedagogical. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/phys_gradetds/34

Chicago Manual of Style (16th Edition):

Baily, Charles Raymond. “Perspectives in Quantum Physics: Epistemological, Ontological and Pedagogical.” 2011. Doctoral Dissertation, University of Colorado. Accessed February 20, 2020. https://scholar.colorado.edu/phys_gradetds/34.

MLA Handbook (7th Edition):

Baily, Charles Raymond. “Perspectives in Quantum Physics: Epistemological, Ontological and Pedagogical.” 2011. Web. 20 Feb 2020.

Vancouver:

Baily CR. Perspectives in Quantum Physics: Epistemological, Ontological and Pedagogical. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Feb 20]. Available from: https://scholar.colorado.edu/phys_gradetds/34.

Council of Science Editors:

Baily CR. Perspectives in Quantum Physics: Epistemological, Ontological and Pedagogical. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/phys_gradetds/34


The Ohio State University

5. Bogdan, Abigail Marie. Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief.

Degree: PhD, Physics, 2016, The Ohio State University

 Here I present my work studying introductory physics students’ proficiency with the control of variables strategy to evaluate simple data tables. In this research, a… (more)

Subjects/Keywords: Physics; physics education research; control of variables; scientific reasoning

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APA (6th Edition):

Bogdan, A. M. (2016). Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460120122

Chicago Manual of Style (16th Edition):

Bogdan, Abigail Marie. “Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief.” 2016. Doctoral Dissertation, The Ohio State University. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460120122.

MLA Handbook (7th Edition):

Bogdan, Abigail Marie. “Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief.” 2016. Web. 20 Feb 2020.

Vancouver:

Bogdan AM. Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460120122.

Council of Science Editors:

Bogdan AM. Student Reasoning from Data Tables: Data Interpretation in Light of Student Ability and Prior Belief. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460120122


Oregon State University

6. Roth, Jennifer A. (Jennifer Albretsen). Small group discussions in large lecture : connections between teacher facilitation and student participation.

Degree: MS, Physics, 2010, Oregon State University

 An investigation was made to determine teacher facilitation techniques in large lecture physics classrooms that foster small group discussion. Video recordings of an introductory calculus-based… (more)

Subjects/Keywords: physics education research; Physics  – Study and teaching (Higher)  – Oregon  – Corvallis

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APA (6th Edition):

Roth, J. A. (. A. (2010). Small group discussions in large lecture : connections between teacher facilitation and student participation. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/19595

Chicago Manual of Style (16th Edition):

Roth, Jennifer A (Jennifer Albretsen). “Small group discussions in large lecture : connections between teacher facilitation and student participation.” 2010. Masters Thesis, Oregon State University. Accessed February 20, 2020. http://hdl.handle.net/1957/19595.

MLA Handbook (7th Edition):

Roth, Jennifer A (Jennifer Albretsen). “Small group discussions in large lecture : connections between teacher facilitation and student participation.” 2010. Web. 20 Feb 2020.

Vancouver:

Roth JA(A. Small group discussions in large lecture : connections between teacher facilitation and student participation. [Internet] [Masters thesis]. Oregon State University; 2010. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1957/19595.

Council of Science Editors:

Roth JA(A. Small group discussions in large lecture : connections between teacher facilitation and student participation. [Masters Thesis]. Oregon State University; 2010. Available from: http://hdl.handle.net/1957/19595


Australian National University

7. McGinness, Lachlan. The Development of the Action Concept Inventory .

Degree: 2014, Australian National University

 An Action Concept Inventory was created to measure student understanding of the principles that underpin the principle of stationary action. International Action experts were consulted… (more)

Subjects/Keywords: Action Physics; Action Concept Inventory; Physics Education Research

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APA (6th Edition):

McGinness, L. (2014). The Development of the Action Concept Inventory . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/139618

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McGinness, Lachlan. “The Development of the Action Concept Inventory .” 2014. Thesis, Australian National University. Accessed February 20, 2020. http://hdl.handle.net/1885/139618.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McGinness, Lachlan. “The Development of the Action Concept Inventory .” 2014. Web. 20 Feb 2020.

Vancouver:

McGinness L. The Development of the Action Concept Inventory . [Internet] [Thesis]. Australian National University; 2014. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1885/139618.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McGinness L. The Development of the Action Concept Inventory . [Thesis]. Australian National University; 2014. Available from: http://hdl.handle.net/1885/139618

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas State University – San Marcos

8. Scanlon, Erin M. Introductory Physics Students' Physics and Mathematics Epistemologies.

Degree: PhD, Developmental Education, 2017, Texas State University – San Marcos

 The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible… (more)

Subjects/Keywords: Epistemology; Physics Education Research; Physics – Study and teaching; Physics – Philosophy; Knowledge, Theory of

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APA (6th Edition):

Scanlon, E. M. (2017). Introductory Physics Students' Physics and Mathematics Epistemologies. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6752

Chicago Manual of Style (16th Edition):

Scanlon, Erin M. “Introductory Physics Students' Physics and Mathematics Epistemologies.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 20, 2020. https://digital.library.txstate.edu/handle/10877/6752.

MLA Handbook (7th Edition):

Scanlon, Erin M. “Introductory Physics Students' Physics and Mathematics Epistemologies.” 2017. Web. 20 Feb 2020.

Vancouver:

Scanlon EM. Introductory Physics Students' Physics and Mathematics Epistemologies. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2020 Feb 20]. Available from: https://digital.library.txstate.edu/handle/10877/6752.

Council of Science Editors:

Scanlon EM. Introductory Physics Students' Physics and Mathematics Epistemologies. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6752


University of Washington

9. Emigh, Paul Jeffrey. Investigating and Improving Student Understanding of Key Ideas in Quantum Mechanics throughout Instruction.

Degree: PhD, 2016, University of Washington

 This dissertation describes research on student understanding of quantum mechanics across multiple levels of instruction. The primary focus has been to identify patterns in student… (more)

Subjects/Keywords: Physics Education Research; Quantum Mechanics; Student Understanding; Physics; Educational tests & measurements; physics

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APA (6th Edition):

Emigh, P. J. (2016). Investigating and Improving Student Understanding of Key Ideas in Quantum Mechanics throughout Instruction. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/35301

Chicago Manual of Style (16th Edition):

Emigh, Paul Jeffrey. “Investigating and Improving Student Understanding of Key Ideas in Quantum Mechanics throughout Instruction.” 2016. Doctoral Dissertation, University of Washington. Accessed February 20, 2020. http://hdl.handle.net/1773/35301.

MLA Handbook (7th Edition):

Emigh, Paul Jeffrey. “Investigating and Improving Student Understanding of Key Ideas in Quantum Mechanics throughout Instruction.” 2016. Web. 20 Feb 2020.

Vancouver:

Emigh PJ. Investigating and Improving Student Understanding of Key Ideas in Quantum Mechanics throughout Instruction. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1773/35301.

Council of Science Editors:

Emigh PJ. Investigating and Improving Student Understanding of Key Ideas in Quantum Mechanics throughout Instruction. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35301


University of Colorado

10. Hoehn, Jessica Rae. Investigating and Valuing the Messy Nature of Learning: Ontological, Epistemological, and Social Aspects of Student Reasoning in Quantum Mechanics.

Degree: PhD, 2019, University of Colorado

  Historically, much of physics education research has focused on whether students’ answers are correct or incorrect. This thesis presents a complementary perspective that moves… (more)

Subjects/Keywords: epistemologies; ontologies; physics education research; quantum mechanics; social dynamics; student reasoning; Education; Physics

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APA (6th Edition):

Hoehn, J. R. (2019). Investigating and Valuing the Messy Nature of Learning: Ontological, Epistemological, and Social Aspects of Student Reasoning in Quantum Mechanics. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/phys_gradetds/286

Chicago Manual of Style (16th Edition):

Hoehn, Jessica Rae. “Investigating and Valuing the Messy Nature of Learning: Ontological, Epistemological, and Social Aspects of Student Reasoning in Quantum Mechanics.” 2019. Doctoral Dissertation, University of Colorado. Accessed February 20, 2020. https://scholar.colorado.edu/phys_gradetds/286.

MLA Handbook (7th Edition):

Hoehn, Jessica Rae. “Investigating and Valuing the Messy Nature of Learning: Ontological, Epistemological, and Social Aspects of Student Reasoning in Quantum Mechanics.” 2019. Web. 20 Feb 2020.

Vancouver:

Hoehn JR. Investigating and Valuing the Messy Nature of Learning: Ontological, Epistemological, and Social Aspects of Student Reasoning in Quantum Mechanics. [Internet] [Doctoral dissertation]. University of Colorado; 2019. [cited 2020 Feb 20]. Available from: https://scholar.colorado.edu/phys_gradetds/286.

Council of Science Editors:

Hoehn JR. Investigating and Valuing the Messy Nature of Learning: Ontological, Epistemological, and Social Aspects of Student Reasoning in Quantum Mechanics. [Doctoral Dissertation]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/phys_gradetds/286


University of Illinois – Urbana-Champaign

11. Gutmann, Brianne. Tools for underprepared students in engineering physics with a focus on online mastery learning exercises.

Degree: PhD, Physics, 2019, University of Illinois – Urbana-Champaign

 For students entering college with very little or poor physics background, the transition into fast-paced calculus based physics courses at a large university can be… (more)

Subjects/Keywords: mastery; physics education; physics education research; values affirmation; frequent testing; online homework

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APA (6th Edition):

Gutmann, B. (2019). Tools for underprepared students in engineering physics with a focus on online mastery learning exercises. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/105623

Chicago Manual of Style (16th Edition):

Gutmann, Brianne. “Tools for underprepared students in engineering physics with a focus on online mastery learning exercises.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 20, 2020. http://hdl.handle.net/2142/105623.

MLA Handbook (7th Edition):

Gutmann, Brianne. “Tools for underprepared students in engineering physics with a focus on online mastery learning exercises.” 2019. Web. 20 Feb 2020.

Vancouver:

Gutmann B. Tools for underprepared students in engineering physics with a focus on online mastery learning exercises. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/2142/105623.

Council of Science Editors:

Gutmann B. Tools for underprepared students in engineering physics with a focus on online mastery learning exercises. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/105623


The Ohio State University

12. Scaife, Thomas Mark. A Study on Contingency Learning in Introductory Physics Concepts.

Degree: PhD, Physics, 2010, The Ohio State University

  Instructors of physics often use examples to illustrate new or complex physical concepts to students. For any particular concept, there are an infinite number… (more)

Subjects/Keywords: Physics; Science Education; Physics Education Research; Contingency Model; Control-of-variable; Causal Learning

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APA (6th Edition):

Scaife, T. M. (2010). A Study on Contingency Learning in Introductory Physics Concepts. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290991068

Chicago Manual of Style (16th Edition):

Scaife, Thomas Mark. “A Study on Contingency Learning in Introductory Physics Concepts.” 2010. Doctoral Dissertation, The Ohio State University. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290991068.

MLA Handbook (7th Edition):

Scaife, Thomas Mark. “A Study on Contingency Learning in Introductory Physics Concepts.” 2010. Web. 20 Feb 2020.

Vancouver:

Scaife TM. A Study on Contingency Learning in Introductory Physics Concepts. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290991068.

Council of Science Editors:

Scaife TM. A Study on Contingency Learning in Introductory Physics Concepts. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290991068


Eastern Michigan University

13. Cothrel, Helen Mae. Expectations and experiences in a modern physics laboratory course.

Degree: MS, Physics and Astronomy, 2018, Eastern Michigan University

  This study examines students’ expectations for and experiences within a modern physics laboratory course. The course instructor and several students were interviewed using a… (more)

Subjects/Keywords: case studies; interviews; laboratories; modern physics; physics education; qualitative research; Higher Education; Physics; Science and Mathematics Education

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APA (6th Edition):

Cothrel, H. M. (2018). Expectations and experiences in a modern physics laboratory course. (Masters Thesis). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/922

Chicago Manual of Style (16th Edition):

Cothrel, Helen Mae. “Expectations and experiences in a modern physics laboratory course.” 2018. Masters Thesis, Eastern Michigan University. Accessed February 20, 2020. https://commons.emich.edu/theses/922.

MLA Handbook (7th Edition):

Cothrel, Helen Mae. “Expectations and experiences in a modern physics laboratory course.” 2018. Web. 20 Feb 2020.

Vancouver:

Cothrel HM. Expectations and experiences in a modern physics laboratory course. [Internet] [Masters thesis]. Eastern Michigan University; 2018. [cited 2020 Feb 20]. Available from: https://commons.emich.edu/theses/922.

Council of Science Editors:

Cothrel HM. Expectations and experiences in a modern physics laboratory course. [Masters Thesis]. Eastern Michigan University; 2018. Available from: https://commons.emich.edu/theses/922


University of Colorado

14. Suárez, Enrique Alberto. Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena.

Degree: PhD, 2017, University of Colorado

 This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the… (more)

Subjects/Keywords: design-based research; elementary science education; ELLs; emerging bilingual students; physics education research; science education; Science and Mathematics Education

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APA (6th Edition):

Suárez, E. A. (2017). Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/98

Chicago Manual of Style (16th Edition):

Suárez, Enrique Alberto. “Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena.” 2017. Doctoral Dissertation, University of Colorado. Accessed February 20, 2020. https://scholar.colorado.edu/educ_gradetds/98.

MLA Handbook (7th Edition):

Suárez, Enrique Alberto. “Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena.” 2017. Web. 20 Feb 2020.

Vancouver:

Suárez EA. Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena. [Internet] [Doctoral dissertation]. University of Colorado; 2017. [cited 2020 Feb 20]. Available from: https://scholar.colorado.edu/educ_gradetds/98.

Council of Science Editors:

Suárez EA. Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena. [Doctoral Dissertation]. University of Colorado; 2017. Available from: https://scholar.colorado.edu/educ_gradetds/98


University of Colorado

15. Kost-Smith, Lauren Elizabeth. Characterizing, Modeling, and Addressing Gender Disparities in Introductory College Physics.

Degree: PhD, Physics, 2011, University of Colorado

  The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this… (more)

Subjects/Keywords: gender; identity; identity threat; introductory physics; physics education research; self-efficacy; Physics; Science and Mathematics Education

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APA (6th Edition):

Kost-Smith, L. E. (2011). Characterizing, Modeling, and Addressing Gender Disparities in Introductory College Physics. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/phys_gradetds/30

Chicago Manual of Style (16th Edition):

Kost-Smith, Lauren Elizabeth. “Characterizing, Modeling, and Addressing Gender Disparities in Introductory College Physics.” 2011. Doctoral Dissertation, University of Colorado. Accessed February 20, 2020. https://scholar.colorado.edu/phys_gradetds/30.

MLA Handbook (7th Edition):

Kost-Smith, Lauren Elizabeth. “Characterizing, Modeling, and Addressing Gender Disparities in Introductory College Physics.” 2011. Web. 20 Feb 2020.

Vancouver:

Kost-Smith LE. Characterizing, Modeling, and Addressing Gender Disparities in Introductory College Physics. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Feb 20]. Available from: https://scholar.colorado.edu/phys_gradetds/30.

Council of Science Editors:

Kost-Smith LE. Characterizing, Modeling, and Addressing Gender Disparities in Introductory College Physics. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/phys_gradetds/30


University of Sydney

16. Crook, Simon Joseph. Evaluating the Impact of 1:1 Laptops on High School Science Students and Teachers .

Degree: 2016, University of Sydney

 This thesis is the culmination of a 6-year-long longitudinal study into the impact of 1:1 laptops on the experiences and achievements of high school science… (more)

Subjects/Keywords: 1:1 laptops; physics education research; science education; educational technology; Digital Education Revolution

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APA (6th Edition):

Crook, S. J. (2016). Evaluating the Impact of 1:1 Laptops on High School Science Students and Teachers . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16129

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Crook, Simon Joseph. “Evaluating the Impact of 1:1 Laptops on High School Science Students and Teachers .” 2016. Thesis, University of Sydney. Accessed February 20, 2020. http://hdl.handle.net/2123/16129.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crook, Simon Joseph. “Evaluating the Impact of 1:1 Laptops on High School Science Students and Teachers .” 2016. Web. 20 Feb 2020.

Vancouver:

Crook SJ. Evaluating the Impact of 1:1 Laptops on High School Science Students and Teachers . [Internet] [Thesis]. University of Sydney; 2016. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/2123/16129.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crook SJ. Evaluating the Impact of 1:1 Laptops on High School Science Students and Teachers . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/16129

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cincinnati

17. Louis, Valerie Anne. Developing a Relationship with an Organization’s Energy: Four Experiences Exploring the Person-Organization Connection.

Degree: PhD, Education : Educational Studies, 2010, University of Cincinnati

 This research study explores the relationship between people and organizations. This phenomenological action research study is framed in the literature of organizational development and spirituality,… (more)

Subjects/Keywords: Business Education; Organizations; Chakras; Quantum physics; Action research; Energy; Spirituality

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Louis, V. A. (2010). Developing a Relationship with an Organization’s Energy: Four Experiences Exploring the Person-Organization Connection. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275935964

Chicago Manual of Style (16th Edition):

Louis, Valerie Anne. “Developing a Relationship with an Organization’s Energy: Four Experiences Exploring the Person-Organization Connection.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275935964.

MLA Handbook (7th Edition):

Louis, Valerie Anne. “Developing a Relationship with an Organization’s Energy: Four Experiences Exploring the Person-Organization Connection.” 2010. Web. 20 Feb 2020.

Vancouver:

Louis VA. Developing a Relationship with an Organization’s Energy: Four Experiences Exploring the Person-Organization Connection. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275935964.

Council of Science Editors:

Louis VA. Developing a Relationship with an Organization’s Energy: Four Experiences Exploring the Person-Organization Connection. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275935964


University of South Carolina

18. Belcher, Nathan Tillman. Modeling Instruction In AP Physics C: Mechanics And Electricity And Magnetism.

Degree: EdD, Educational Studies, 2017, University of South Carolina

  his action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Modeling Instruction; AP Physics C; Action research

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APA (6th Edition):

Belcher, N. T. (2017). Modeling Instruction In AP Physics C: Mechanics And Electricity And Magnetism. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4551

Chicago Manual of Style (16th Edition):

Belcher, Nathan Tillman. “Modeling Instruction In AP Physics C: Mechanics And Electricity And Magnetism.” 2017. Doctoral Dissertation, University of South Carolina. Accessed February 20, 2020. https://scholarcommons.sc.edu/etd/4551.

MLA Handbook (7th Edition):

Belcher, Nathan Tillman. “Modeling Instruction In AP Physics C: Mechanics And Electricity And Magnetism.” 2017. Web. 20 Feb 2020.

Vancouver:

Belcher NT. Modeling Instruction In AP Physics C: Mechanics And Electricity And Magnetism. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2020 Feb 20]. Available from: https://scholarcommons.sc.edu/etd/4551.

Council of Science Editors:

Belcher NT. Modeling Instruction In AP Physics C: Mechanics And Electricity And Magnetism. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4551


University of Minnesota

19. Straub, Miranda. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Over the past half century, researchers and curriculum developers studying physics education have created dozens of innovative curricula and educational tools, broadly referred to as… (more)

Subjects/Keywords: Homework; Instructors' beliefs; Physics Education Research; Problem solving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Straub, M. (2018). An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202132

Chicago Manual of Style (16th Edition):

Straub, Miranda. “An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.” 2018. Doctoral Dissertation, University of Minnesota. Accessed February 20, 2020. http://hdl.handle.net/11299/202132.

MLA Handbook (7th Edition):

Straub, Miranda. “An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.” 2018. Web. 20 Feb 2020.

Vancouver:

Straub M. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11299/202132.

Council of Science Editors:

Straub M. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/202132


Miami University

20. Mills, Mary Elizabeth. The Effects of Single-Sex Education on the Self-Efficacy of College Students Taking Introductory Physics.

Degree: MS, Physics, 2011, Miami University

 Previous research has shown that young women can benefit from taking their science classes in single-sex classrooms. Further, women's colleges produce a disproportionate number of… (more)

Subjects/Keywords: Education; Gender; Physics; Science Education; physics; single-sex education; women's colleges; men's colleges; single-sex colleges; physics education research; self-efficacy; coeducation

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APA (6th Edition):

Mills, M. E. (2011). The Effects of Single-Sex Education on the Self-Efficacy of College Students Taking Introductory Physics. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1312915153

Chicago Manual of Style (16th Edition):

Mills, Mary Elizabeth. “The Effects of Single-Sex Education on the Self-Efficacy of College Students Taking Introductory Physics.” 2011. Masters Thesis, Miami University. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312915153.

MLA Handbook (7th Edition):

Mills, Mary Elizabeth. “The Effects of Single-Sex Education on the Self-Efficacy of College Students Taking Introductory Physics.” 2011. Web. 20 Feb 2020.

Vancouver:

Mills ME. The Effects of Single-Sex Education on the Self-Efficacy of College Students Taking Introductory Physics. [Internet] [Masters thesis]. Miami University; 2011. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1312915153.

Council of Science Editors:

Mills ME. The Effects of Single-Sex Education on the Self-Efficacy of College Students Taking Introductory Physics. [Masters Thesis]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1312915153


Kansas State University

21. Chini, Jacquelyn J. Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines.

Degree: PhD, Department of Physics, 2010, Kansas State University

 Conventional wisdom has long advised that students’ learning is best supported by interaction with physical manipulative. Thus, in the physics laboratory, students typically spend their… (more)

Subjects/Keywords: Physics education research; Student understanding; Simulation; Traditional laboratory; Simple machines; Education, Sciences (0714); Physics, General (0605)

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APA (6th Edition):

Chini, J. J. (2010). Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/6391

Chicago Manual of Style (16th Edition):

Chini, Jacquelyn J. “Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines.” 2010. Doctoral Dissertation, Kansas State University. Accessed February 20, 2020. http://hdl.handle.net/2097/6391.

MLA Handbook (7th Edition):

Chini, Jacquelyn J. “Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines.” 2010. Web. 20 Feb 2020.

Vancouver:

Chini JJ. Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/2097/6391.

Council of Science Editors:

Chini JJ. Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6391


The Ohio State University

22. Wang, Jing. Advanced Quantitative Measurement Methodology in Physics Education Research.

Degree: PhD, Physics, 2009, The Ohio State University

 The ultimate goal of physics education research (PER) is to develop a theoretical framework to understand and improve the learning process. Developing research-based effective assessment… (more)

Subjects/Keywords: Education; Educational Evaluation; Physics; Quantitative; Assessment; Measurement; Physics Education Research; Item Response Theory; Exploratory Factor Analysis; Model Based Association

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APA (6th Edition):

Wang, J. (2009). Advanced Quantitative Measurement Methodology in Physics Education Research. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249366709

Chicago Manual of Style (16th Edition):

Wang, Jing. “Advanced Quantitative Measurement Methodology in Physics Education Research.” 2009. Doctoral Dissertation, The Ohio State University. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249366709.

MLA Handbook (7th Edition):

Wang, Jing. “Advanced Quantitative Measurement Methodology in Physics Education Research.” 2009. Web. 20 Feb 2020.

Vancouver:

Wang J. Advanced Quantitative Measurement Methodology in Physics Education Research. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249366709.

Council of Science Editors:

Wang J. Advanced Quantitative Measurement Methodology in Physics Education Research. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249366709


Georgia State University

23. Stoll, William A., III. The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor.

Degree: PhD, Middle and Secondary Education, 2016, Georgia State University

  This dissertation presents a phenomenographic case study of a senior physics professor during and beyond an extended collaboration with a science education professor from… (more)

Subjects/Keywords: Teaching for Conceptual Change; Teacher learning; Teacher change; Collaboration; Phenomenography; Physics Education Research

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APA (6th Edition):

Stoll, William A., I. (2016). The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/22

Chicago Manual of Style (16th Edition):

Stoll, William A., III. “The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor.” 2016. Doctoral Dissertation, Georgia State University. Accessed February 20, 2020. https://scholarworks.gsu.edu/mse_diss/22.

MLA Handbook (7th Edition):

Stoll, William A., III. “The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor.” 2016. Web. 20 Feb 2020.

Vancouver:

Stoll, William A. I. The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Feb 20]. Available from: https://scholarworks.gsu.edu/mse_diss/22.

Council of Science Editors:

Stoll, William A. I. The Impact of Collaboration Between Science and Education Faculty Members on Teaching for Conceptual Change: A Phenomenographic Case Study of a Physics Professor. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/mse_diss/22

24. Φύττας, Γιώργος. Σχεδιασμός και υλοποίηση διδακτικής παρέμβασης για τη διάθλαση του φωτός σε υπολογιστικό περιβάλλον.

Degree: 2010, University of Patras

Στόχος της εργασίας αυτής είναι αφενός μεν η διερεύνηση των νοητικών παραστάσεων των μαθητών 14-15 ετων σε σχέση με τη διάθλαση του φωτός, αφετέρου η… (more)

Subjects/Keywords: Εκπαίδευση; Έρευνα; Διάθλαση φωτός; Λογισμικό ανοικτού τύπου Interactive Physics; 535.324 071; Education; Research; Refraction of light; Open source software Interactive Physics

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APA (6th Edition):

Φύττας, . (2010). Σχεδιασμός και υλοποίηση διδακτικής παρέμβασης για τη διάθλαση του φωτός σε υπολογιστικό περιβάλλον. (Masters Thesis). University of Patras. Retrieved from http://nemertes.lis.upatras.gr/jspui/handle/10889/3693

Chicago Manual of Style (16th Edition):

Φύττας, Γιώργος. “Σχεδιασμός και υλοποίηση διδακτικής παρέμβασης για τη διάθλαση του φωτός σε υπολογιστικό περιβάλλον.” 2010. Masters Thesis, University of Patras. Accessed February 20, 2020. http://nemertes.lis.upatras.gr/jspui/handle/10889/3693.

MLA Handbook (7th Edition):

Φύττας, Γιώργος. “Σχεδιασμός και υλοποίηση διδακτικής παρέμβασης για τη διάθλαση του φωτός σε υπολογιστικό περιβάλλον.” 2010. Web. 20 Feb 2020.

Vancouver:

Φύττας . Σχεδιασμός και υλοποίηση διδακτικής παρέμβασης για τη διάθλαση του φωτός σε υπολογιστικό περιβάλλον. [Internet] [Masters thesis]. University of Patras; 2010. [cited 2020 Feb 20]. Available from: http://nemertes.lis.upatras.gr/jspui/handle/10889/3693.

Council of Science Editors:

Φύττας . Σχεδιασμός και υλοποίηση διδακτικής παρέμβασης για τη διάθλαση του φωτός σε υπολογιστικό περιβάλλον. [Masters Thesis]. University of Patras; 2010. Available from: http://nemertes.lis.upatras.gr/jspui/handle/10889/3693


The Ohio State University

25. May, David B. How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning.

Degree: PhD, Physics, 2002, The Ohio State University

 To explore students’ epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes… (more)

Subjects/Keywords: epistemological beliefs; physics; conceptual understanding; reflection; Physics Education Research

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APA (6th Edition):

May, D. B. (2002). How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022

Chicago Manual of Style (16th Edition):

May, David B. “How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning.” 2002. Doctoral Dissertation, The Ohio State University. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022.

MLA Handbook (7th Edition):

May, David B. “How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning.” 2002. Web. 20 Feb 2020.

Vancouver:

May DB. How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning. [Internet] [Doctoral dissertation]. The Ohio State University; 2002. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022.

Council of Science Editors:

May DB. How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning. [Doctoral Dissertation]. The Ohio State University; 2002. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1030034022


SUNY College at Brockport

26. Arnold, Laura. Strategies to Support Student Argument and Argumentative Writing in a Secondary STEM Classroom.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  Argumentation is a critical goal of today’s schools as a way to develop rational citizens who can critique the validity claims about phenomenon in… (more)

Subjects/Keywords: STEM; argument; argumentation; argumentative writing; physics; discourse; Education; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Arnold, L. (2016). Strategies to Support Student Argument and Argumentative Writing in a Secondary STEM Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Arnold, Laura. “Strategies to Support Student Argument and Argumentative Writing in a Secondary STEM Classroom.” 2016. Thesis, SUNY College at Brockport. Accessed February 20, 2020. https://digitalcommons.brockport.edu/ehd_theses/684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Arnold, Laura. “Strategies to Support Student Argument and Argumentative Writing in a Secondary STEM Classroom.” 2016. Web. 20 Feb 2020.

Vancouver:

Arnold L. Strategies to Support Student Argument and Argumentative Writing in a Secondary STEM Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2020 Feb 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/684.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arnold L. Strategies to Support Student Argument and Argumentative Writing in a Secondary STEM Classroom. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/684

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Georgia Tech

27. Douglas, Scott S. Physics communication and peer assessment in a reformed introductory mechanics classroom.

Degree: PhD, Physics, 2018, Georgia Tech

 We designed and implemented a set of introductory mechanics laboratory exercises featuring real-world data-gathering, computational modeling, and video lab reports with peer assessment. Our goal… (more)

Subjects/Keywords: Physics education research; Peer assessment; Scientific communication; Peer evaluation; Flipped classroom; Peer grading; Video lab reports

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APA (6th Edition):

Douglas, S. S. (2018). Physics communication and peer assessment in a reformed introductory mechanics classroom. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/60275

Chicago Manual of Style (16th Edition):

Douglas, Scott S. “Physics communication and peer assessment in a reformed introductory mechanics classroom.” 2018. Doctoral Dissertation, Georgia Tech. Accessed February 20, 2020. http://hdl.handle.net/1853/60275.

MLA Handbook (7th Edition):

Douglas, Scott S. “Physics communication and peer assessment in a reformed introductory mechanics classroom.” 2018. Web. 20 Feb 2020.

Vancouver:

Douglas SS. Physics communication and peer assessment in a reformed introductory mechanics classroom. [Internet] [Doctoral dissertation]. Georgia Tech; 2018. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1853/60275.

Council of Science Editors:

Douglas SS. Physics communication and peer assessment in a reformed introductory mechanics classroom. [Doctoral Dissertation]. Georgia Tech; 2018. Available from: http://hdl.handle.net/1853/60275


University of Maine

28. Reed, Daniel A. Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience.

Degree: MS, Teaching, 2007, University of Maine

  The UMaine’s introductory algebra-based physics course PHY 107 is dedicated to students from the School of Engineering Technology (SET). These SET students come from… (more)

Subjects/Keywords: Physics education; Engineering education; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Reed, D. A. (2007). Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/670

Chicago Manual of Style (16th Edition):

Reed, Daniel A. “Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience.” 2007. Masters Thesis, University of Maine. Accessed February 20, 2020. https://digitalcommons.library.umaine.edu/etd/670.

MLA Handbook (7th Edition):

Reed, Daniel A. “Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience.” 2007. Web. 20 Feb 2020.

Vancouver:

Reed DA. Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience. [Internet] [Masters thesis]. University of Maine; 2007. [cited 2020 Feb 20]. Available from: https://digitalcommons.library.umaine.edu/etd/670.

Council of Science Editors:

Reed DA. Evaluating Factors Contributing to Engineering Technology Students' Introductory Physics Experience. [Masters Thesis]. University of Maine; 2007. Available from: https://digitalcommons.library.umaine.edu/etd/670

29. Hierath, Sarah Teresa. Social Network Analysis and the Representation of Female Students in Introductory Undergraduate Physics.

Degree: MS, Physics, 2016, Wright State University

Physics Education Research has begun to focus on the learning habits, success, andconnections of students in physics classrooms using Social Network Analysis (SNA). SNAis an… (more)

Subjects/Keywords: Physics; Physics Education Research; Social Network Analysis; Gender

…Introduction Physics Education Research seeks to improve instructional methods and enhance student… …in 2010, the Committee on Undergraduate Physics Education Research and Implementation began… …understanding of students (Freeman et al., 2014). Physics Education Research (PER)… …students may struggle with (Beichner, 2009). While Physics Education Research may… …Educational Research Importance Education-based research has become an important aspect in… 

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APA (6th Edition):

Hierath, S. T. (2016). Social Network Analysis and the Representation of Female Students in Introductory Undergraduate Physics. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1470422501

Chicago Manual of Style (16th Edition):

Hierath, Sarah Teresa. “Social Network Analysis and the Representation of Female Students in Introductory Undergraduate Physics.” 2016. Masters Thesis, Wright State University. Accessed February 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1470422501.

MLA Handbook (7th Edition):

Hierath, Sarah Teresa. “Social Network Analysis and the Representation of Female Students in Introductory Undergraduate Physics.” 2016. Web. 20 Feb 2020.

Vancouver:

Hierath ST. Social Network Analysis and the Representation of Female Students in Introductory Undergraduate Physics. [Internet] [Masters thesis]. Wright State University; 2016. [cited 2020 Feb 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1470422501.

Council of Science Editors:

Hierath ST. Social Network Analysis and the Representation of Female Students in Introductory Undergraduate Physics. [Masters Thesis]. Wright State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1470422501


University of Maine

30. Coombs, Earl C. Investigating Student Understanding of Sound as a Longitudinal Wave.

Degree: MS, Physics, 2007, University of Maine

  The field of physics education research (PER) has highlighted the discrepancy between what is taught during traditional instruction in physics, and what students understand… (more)

Subjects/Keywords: Physics Education Research; propagation of sound; Educational Assessment, Evaluation, and Research; Other Physics; Physics

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APA (6th Edition):

Coombs, E. C. (2007). Investigating Student Understanding of Sound as a Longitudinal Wave. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/314

Chicago Manual of Style (16th Edition):

Coombs, Earl C. “Investigating Student Understanding of Sound as a Longitudinal Wave.” 2007. Masters Thesis, University of Maine. Accessed February 20, 2020. https://digitalcommons.library.umaine.edu/etd/314.

MLA Handbook (7th Edition):

Coombs, Earl C. “Investigating Student Understanding of Sound as a Longitudinal Wave.” 2007. Web. 20 Feb 2020.

Vancouver:

Coombs EC. Investigating Student Understanding of Sound as a Longitudinal Wave. [Internet] [Masters thesis]. University of Maine; 2007. [cited 2020 Feb 20]. Available from: https://digitalcommons.library.umaine.edu/etd/314.

Council of Science Editors:

Coombs EC. Investigating Student Understanding of Sound as a Longitudinal Wave. [Masters Thesis]. University of Maine; 2007. Available from: https://digitalcommons.library.umaine.edu/etd/314

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