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INVITED PAPERS (NOT PEER REVIEWED)
Changing scientific reasoning and conceptual understanding in college students
AIP Conf. Proc. 1413, 63–65 (2012)
https://doi.org/10.1063/1.3679994
Developing a magnetism conceptual survey and assessing gender differences in student understanding of magnetism
AIP Conf. Proc. 1413, 43–46 (2012)
https://doi.org/10.1063/1.3679989
In search of alignment: Matching learning goals and class assessments
AIP Conf. Proc. 1413, 11–14 (2012)
https://doi.org/10.1063/1.3679981
Improving students' understanding of quantum mechanics by using peer instruction tools
AIP Conf. Proc. 1413, 77–80 (2012)
https://doi.org/10.1063/1.3679998
Comparing students' performance on research-based conceptual assessments and traditional classroom assessments
AIP Conf. Proc. 1413, 66–68 (2012)
https://doi.org/10.1063/1.3679995
Representations of partial derivatives in thermodynamics
AIP Conf. Proc. 1413, 85–88 (2012)
https://doi.org/10.1063/1.3680000
When basic changes to a solution suggest meaningful differences in mathematics
AIP Conf. Proc. 1413, 93–96 (2012)
https://doi.org/10.1063/1.3680002
Representation issues: Using mathematics in upper-division physics
AIP Conf. Proc. 1413, 89–92 (2012)
https://doi.org/10.1063/1.3680001
The group administered interactive questionnaire: An alternative to individual interviews
AIP Conf. Proc. 1413, 97–100 (2012)
https://doi.org/10.1063/1.3680003
Fostering computational thinking in introductory mechanics
AIP Conf. Proc. 1413, 15–18 (2012)
https://doi.org/10.1063/1.3679982
Complex interactions between formative assessment, technology, and classroom practices
AIP Conf. Proc. 1413, 59–62 (2012)
https://doi.org/10.1063/1.3679993
Representations for a spins-first approach to quantum mechanics
AIP Conf. Proc. 1413, 55–58 (2012)
https://doi.org/10.1063/1.3679992
Assessment to complement research-based instruction in upper-level physics courses
AIP Conf. Proc. 1413, 51–54 (2012)
https://doi.org/10.1063/1.3679991
FCI normalized gain, scientific reasoning ability, thinking in physics, and gender effects
AIP Conf. Proc. 1413, 23–26 (2012)
https://doi.org/10.1063/1.3679984
Implementation of phased-array homework: Assessment and focused understanding
AIP Conf. Proc. 1413, 31–34 (2012)
https://doi.org/10.1063/1.3679986
ACS exams as an example of scholarship-based assessment in a discipline
AIP Conf. Proc. 1413, 35–38 (2012)
https://doi.org/10.1063/1.3679987
Graphical representations of vector functions in upper-division E&M
AIP Conf. Proc. 1413, 27–30 (2012)
https://doi.org/10.1063/1.3679985
Assessment lessons from K-12 education research: Knowledge representation, learning, and motivation
AIP Conf. Proc. 1413, 73–76 (2012)
https://doi.org/10.1063/1.3679997
Development of proximal formative assessment skills in video-based teacher professional development
AIP Conf. Proc. 1413, 19–22 (2012)
https://doi.org/10.1063/1.3679983
Promoting and assessing creativity and innovation in physics undergraduates
AIP Conf. Proc. 1413, 39–42 (2012)
https://doi.org/10.1063/1.3679988
PEER REVIEWED PAPERS
Further investigation of examining students understanding of Lenz's law and Faraday's law
AIP Conf. Proc. 1413, 335–338 (2012)
https://doi.org/10.1063/1.3680063
Elements of proximal formative assessment in learners' discourse about energy
AIP Conf. Proc. 1413, 203–206 (2012)
https://doi.org/10.1063/1.3680030
Interpretive themes in quantum physics: Curriculum development and outcomes
AIP Conf. Proc. 1413, 107–110 (2012)
https://doi.org/10.1063/1.3680005
Finding meaningful search features for automated analysis of short responses to conceptual questions
AIP Conf. Proc. 1413, 283–286 (2012)
https://doi.org/10.1063/1.3680050
Do prescribed prompts prime sensemaking during group problem solving?
AIP Conf. Proc. 1413, 267–270 (2012)
https://doi.org/10.1063/1.3680046
Assessing physics learning identity: Survey development and validation
AIP Conf. Proc. 1413, 247–250 (2012)
https://doi.org/10.1063/1.3680041
Toward an analytic framework of physics teaching assistants' pedagogical knowledge
AIP Conf. Proc. 1413, 363–366 (2012)
https://doi.org/10.1063/1.3680070
A longitudinal study of the development of attitudes and beliefs towards physics
AIP Conf. Proc. 1413, 359–362 (2012)
https://doi.org/10.1063/1.3680069
Socratic dialogs and clicker use in an upper-division mechanics course
AIP Conf. Proc. 1413, 235–238 (2012)
https://doi.org/10.1063/1.3680038
Using artifact methodology to compare learning assistants' and colleagues' classroom practices
AIP Conf. Proc. 1413, 119–122 (2012)
https://doi.org/10.1063/1.3680008
Students' difficulties with unit vectors and scalar multiplication of a vector
AIP Conf. Proc. 1413, 115–118 (2012)
https://doi.org/10.1063/1.3680007
Comparing the development of students' conceptions of pulleys using physical and virtual manipulatives
AIP Conf. Proc. 1413, 331–334 (2012)
https://doi.org/10.1063/1.3680062
Using analogical problem solving with different scaffolding supports to learn about friction
AIP Conf. Proc. 1413, 251–254 (2012)
https://doi.org/10.1063/1.3680042
Applying Rasch theory to evaluate the construct validity of brief electricity and magnetism assessment
AIP Conf. Proc. 1413, 175–178 (2012)
https://doi.org/10.1063/1.3680023
But does it last? Sustaining a research-based curriculum in upper-division electricity & magnetism
AIP Conf. Proc. 1413, 139–142 (2012)
https://doi.org/10.1063/1.3680014
Issues and progress in transforming a middle-division classical mechanics/math methods course
AIP Conf. Proc. 1413, 303–306 (2012)
https://doi.org/10.1063/1.3680055
Student views of macroscopic and microscopic energy in physics and biology
AIP Conf. Proc. 1413, 179–182 (2012)
https://doi.org/10.1063/1.3680024
What do students learn about work in physical and virtual experiments with inclined planes?
AIP Conf. Proc. 1413, 147–150 (2012)
https://doi.org/10.1063/1.3680016
Adapting a theoretical framework for characterizing students' use of equations in physics problem solving
AIP Conf. Proc. 1413, 311–314 (2012)
https://doi.org/10.1063/1.3680057
Probing student understanding with alternative questioning strategies
AIP Conf. Proc. 1413, 207–210 (2012)
https://doi.org/10.1063/1.3680031
Teaching physics to life science students - Examining the role of biological context
AIP Conf. Proc. 1413, 159–162 (2012)
https://doi.org/10.1063/1.3680019
Should students be provided diagrams or asked to draw them while solving introductory physics problems?
AIP Conf. Proc. 1413, 263–266 (2012)
https://doi.org/10.1063/1.3680045
Examining student ability to interpret and use potential energy diagrams for classical systems
AIP Conf. Proc. 1413, 367–370 (2012)
https://doi.org/10.1063/1.3680071
What are the effects of self-assessment preparation in a middle school science classroom?
AIP Conf. Proc. 1413, 351–354 (2012)
https://doi.org/10.1063/1.3680067
Promoting proximal formative assessment with relational discourse
AIP Conf. Proc. 1413, 347–350 (2012)
https://doi.org/10.1063/1.3680066
Effects of the learning assistant experience on in-service teachers' practices
AIP Conf. Proc. 1413, 199–202 (2012)
https://doi.org/10.1063/1.3680029
Context dependence of teacher practices in middle school science
AIP Conf. Proc. 1413, 299–302 (2012)
https://doi.org/10.1063/1.3680054
Towards research-based strategies for using PhET simulations in middle school physical science classes
AIP Conf. Proc. 1413, 295–298 (2012)
https://doi.org/10.1063/1.3680053
Differentiation of energy concepts through speech and gesture in interaction
AIP Conf. Proc. 1413, 151–154 (2012)
https://doi.org/10.1063/1.3680017
Implementation of physics and everyday thinking in a high school classroom: Concepts and argumentation
AIP Conf. Proc. 1413, 127–130 (2012)
https://doi.org/10.1063/1.3680010
Scaffolding students' application of the 'area under a curve' concept in physics problems
AIP Conf. Proc. 1413, 215–218 (2012)
https://doi.org/10.1063/1.3680033
The use of PDAs as classroom interaction system: Instructors' perspective
AIP Conf. Proc. 1413, 155–158 (2012)
https://doi.org/10.1063/1.3680018
Teacher-driven professional development and the pursuit of a sophisticated understanding of inquiry
AIP Conf. Proc. 1413, 327–330 (2012)
https://doi.org/10.1063/1.3680061
Teaching assistant-student interactions in a modified SCALE-UP classroom
AIP Conf. Proc. 1413, 167–170 (2012)
https://doi.org/10.1063/1.3680021
Changing roles and identities in a teacher-driven professional development community
AIP Conf. Proc. 1413, 375–378 (2012)
https://doi.org/10.1063/1.3680073
Faculty perspectives about instructor and institutional assessments of teaching effectiveness
AIP Conf. Proc. 1413, 371–374 (2012)
https://doi.org/10.1063/1.3680072
Development of a mechanics reasoning inventory
AIP Conf. Proc. 1413, 287–290 (2012)
https://doi.org/10.1063/1.3680051
Making sense of quantum operators, eigenstates and quantum measurements
AIP Conf. Proc. 1413, 195–198 (2012)
https://doi.org/10.1063/1.3680028
Problem-based learning in upper division courses: Student successes, perceptions, and reactions
AIP Conf. Proc. 1413, 183–186 (2012)
https://doi.org/10.1063/1.3680025
Multiple roles of assessment in upper-division physics course reforms
AIP Conf. Proc. 1413, 307–310 (2012)
https://doi.org/10.1063/1.3680056
Student interpretation of the signs of definite integrals using graphical representations
AIP Conf. Proc. 1413, 111–114 (2012)
https://doi.org/10.1063/1.3680006
Evidence of students' content reasoning in relation to measure of reform
AIP Conf. Proc. 1413, 271–274 (2012)
https://doi.org/10.1063/1.3680047
Following student gaze patterns in physical science lectures
AIP Conf. Proc. 1413, 323–326 (2012)
https://doi.org/10.1063/1.3680060
The effect of immigration status on physics identity and physical science career intentions
AIP Conf. Proc. 1413, 259–262 (2012)
https://doi.org/10.1063/1.3680044
Creating opportunities to influence self-efficacy through modeling instruction
AIP Conf. Proc. 1413, 339–342 (2012)
https://doi.org/10.1063/1.3680064
Understanding the variable effect of instructional innovations on student learning
AIP Conf. Proc. 1413, 223–226 (2012)
https://doi.org/10.1063/1.3680035
Communicating scientific ideas: One element of physics expertise
AIP Conf. Proc. 1413, 319–322 (2012)
https://doi.org/10.1063/1.3680059
Facilitating faculty conversations: Development of consensus learning goals
AIP Conf. Proc. 1413, 291–294 (2012)
https://doi.org/10.1063/1.3680052
"Implicit action": Understanding discourse management in modeling instruction
AIP Conf. Proc. 1413, 187–190 (2012)
https://doi.org/10.1063/1.3680026
Expectancy violation in physics and mathematics classes in a student-centered classroom
AIP Conf. Proc. 1413, 103–106 (2012)
https://doi.org/10.1063/1.3680004
Front Matter for Volume 1413
AIP Conf. Proc. 1413, frontmatter (2012)
https://doi.org/10.1063/v1413.frontmatter
Back Matter for Volume 1413
AIP Conf. Proc. 1413, backmatter (2012)
https://doi.org/10.1063/v1413.backmatter
Item response theory analysis of the mechanics baseline test
Caroline N. Cardamone; Jonathan E. Abbott; Saif Rayyan; Daniel T. Seaton; Andrew Pawl; David E. Pritchard
AIP Conf. Proc. 1413, 135–138 (2012)
https://doi.org/10.1063/1.3680012
Experiences of new faculty implementing research-based instructional strategies
AIP Conf. Proc. 1413, 163–166 (2012)
https://doi.org/10.1063/1.3680020
TA-designed vs. research-oriented problem solutions
AIP Conf. Proc. 1413, 255–258 (2012)
https://doi.org/10.1063/1.3680043
Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses
AIP Conf. Proc. 1413, 123–126 (2012)
https://doi.org/10.1063/1.3680009
Assessment of vertical transfer in problem solving: Mapping the problem design space
AIP Conf. Proc. 1413, 379–382 (2012)
https://doi.org/10.1063/1.3680074
Design of a 100 MW solar power plant on wetland in Bangladesh
Apu Kowsar, Sumon Chandra Debnath, et al.
Inkjet- and flextrail-printing of silicon polymer-based inks for local passivating contacts
Zohreh Kiaee, Andreas Lösel, et al.
The implementation of reflective assessment using Gibbs’ reflective cycle in assessing students’ writing skill
Lala Nurlatifah, Pupung Purnawarman, et al.