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INVITED PAPERS (NOT PEER REVIEWED)
Student predictions of functional but incomplete example programs in introductory calculus-based physics
AIP Conf. Proc. 1513, 42–45 (2013)
https://doi.org/10.1063/1.4789647
Supporting and sustaining the holistic development of students into practicing physicists
AIP Conf. Proc. 1513, 19–22 (2013)
https://doi.org/10.1063/1.4789641
Critical classroom structures for empowering students to participate in science discourse
AIP Conf. Proc. 1513, 11–14 (2013)
https://doi.org/10.1063/1.4789639
Initial replication results of learning assistants in university physics
AIP Conf. Proc. 1513, 30–33 (2013)
https://doi.org/10.1063/1.4789644
A framework for assessing learning assistants' reflective writing assignments
AIP Conf. Proc. 1513, 15–18 (2013)
https://doi.org/10.1063/1.4789640
Building classroom and organizational structure around positive cultural values
AIP Conf. Proc. 1513, 7–10 (2013)
https://doi.org/10.1063/1.4789638
PEER REVIEWED PAPERS
Conserving energy in physics and society: Creating an integrated model of energy and the second law of thermodynamics
AIP Conf. Proc. 1513, 114–117 (2013)
https://doi.org/10.1063/1.4789665
Contrasting students’ understanding of electric field and electric force
AIP Conf. Proc. 1513, 142–145 (2013)
https://doi.org/10.1063/1.4789672
Research-based course materials and assessments for upper-division electrodynamics (E&M II)
AIP Conf. Proc. 1513, 54–57 (2013)
https://doi.org/10.1063/1.4789650
Students' reasoning about interdisciplinarity
Benjamin D. Geller; Benjamin W. Dreyfus; Vashti Sawtelle; Julia Svoboda; Chandra Turpen; Edward F. Redish
AIP Conf. Proc. 1513, 146–149 (2013)
https://doi.org/10.1063/1.4789673
They still remember what I never taught them: Student understanding of entropy
AIP Conf. Proc. 1513, 266–269 (2013)
https://doi.org/10.1063/1.4789703
Comparing student conceptual understanding of thermodynamics in physics and engineering
AIP Conf. Proc. 1513, 102–105 (2013)
https://doi.org/10.1063/1.4789662
ACER: A framework on the use of mathematics in upper-division physics
AIP Conf. Proc. 1513, 90–93 (2013)
https://doi.org/10.1063/1.4789659
Using scientists' notebooks to foster authentic scientific practices
AIP Conf. Proc. 1513, 50–53 (2013)
https://doi.org/10.1063/1.4789649
Investigating student ability to apply basic electrostatics concepts to conductors
AIP Conf. Proc. 1513, 166–169 (2013)
https://doi.org/10.1063/1.4789678
Multidimensional student skills with collaborative filtering
AIP Conf. Proc. 1513, 74–77 (2013)
https://doi.org/10.1063/1.4789655
A study of graduate students in an astrophysics bridging year: Identifying contradictions in a complex system
AIP Conf. Proc. 1513, 298–301 (2013)
https://doi.org/10.1063/1.4789711
Department-level change: Using social network analysis to map the hidden structure of academic departments
AIP Conf. Proc. 1513, 170–173 (2013)
https://doi.org/10.1063/1.4789679
Students’ understanding of density: A cognitive linguistics perspective
AIP Conf. Proc. 1513, 390–393 (2013)
https://doi.org/10.1063/1.4789734
Impacts of curricular change: Implications from 8 years of data in introductory physics
AIP Conf. Proc. 1513, 310–313 (2013)
https://doi.org/10.1063/1.4789714
Students’ understanding of dot product as a projection in no-context, work and electric flux problems
AIP Conf. Proc. 1513, 438–441 (2013)
https://doi.org/10.1063/1.4789746
Do perceptually salient elements in physics problems influence students' eye movements and answer choices?
AIP Conf. Proc. 1513, 274–277 (2013)
https://doi.org/10.1063/1.4789705
Using collaborative group exams to investigate students’ ability to learn
AIP Conf. Proc. 1513, 254–257 (2013)
https://doi.org/10.1063/1.4789700
To use or not to use diagrams: The effect of drawing a diagram in solving introductory physics problems
AIP Conf. Proc. 1513, 282–285 (2013)
https://doi.org/10.1063/1.4789707
How a gender gap in belonging contributes to the gender gap in physics participation
AIP Conf. Proc. 1513, 402–405 (2013)
https://doi.org/10.1063/1.4789737
Assessing students’ metacognitive calibration with knowledge surveys
AIP Conf. Proc. 1513, 258–261 (2013)
https://doi.org/10.1063/1.4789701
Students' difficulties in interpreting the torque vector in a physical situation
AIP Conf. Proc. 1513, 58–61 (2013)
https://doi.org/10.1063/1.4789651
The effect of research-based instruction in introductory physics on a common cognitive bias
AIP Conf. Proc. 1513, 138–141 (2013)
https://doi.org/10.1063/1.4789671
Evidence of epistemological framing in survey question misinterpretation
AIP Conf. Proc. 1513, 194–197 (2013)
https://doi.org/10.1063/1.4789685
Additional evidence of far transfer of scientific reasoning skills acquired in a CLASP reformed physics course
AIP Conf. Proc. 1513, 314–317 (2013)
https://doi.org/10.1063/1.4789715
Pedagogy and/or technology: Making difference in improving students’ problem solving skills
AIP Conf. Proc. 1513, 182–185 (2013)
https://doi.org/10.1063/1.4789682
The graduate research field choice of women in academic physics and astronomy: A pilot study
AIP Conf. Proc. 1513, 66–69 (2013)
https://doi.org/10.1063/1.4789653
A comparative study of middle school and high school students’ views about physics and learning physics
AIP Conf. Proc. 1513, 118–121 (2013)
https://doi.org/10.1063/1.4789666
Arrows as anchors: Conceptual blending and student use of electric field vector arrows
AIP Conf. Proc. 1513, 150–153 (2013)
https://doi.org/10.1063/1.4789674
Coupling epistemology and identity in explaining student interest in science
AIP Conf. Proc. 1513, 334–337 (2013)
https://doi.org/10.1063/1.4789720
Upper-division student understanding of Coulomb’s law: Difficulties with continuous charge distributions
AIP Conf. Proc. 1513, 418–421 (2013)
https://doi.org/10.1063/1.4789741
The dependence of instructional outcomes on individual differences: An example from DC circuits
AIP Conf. Proc. 1513, 370–373 (2013)
https://doi.org/10.1063/1.4789729
Examining the positioning of ideas in the disciplines
AIP Conf. Proc. 1513, 366–369 (2013)
https://doi.org/10.1063/1.4789728
A conceptual physics class where students found meaning in calculations
AIP Conf. Proc. 1513, 190–193 (2013)
https://doi.org/10.1063/1.4789684
Student difficulties in translating between mathematical and graphical representations in introductory physics
AIP Conf. Proc. 1513, 250–253 (2013)
https://doi.org/10.1063/1.4789699
Evidence of embodied cognition via speech and gesture complementarity
AIP Conf. Proc. 1513, 94–97 (2013)
https://doi.org/10.1063/1.4789660
Mathematical vs. conceptual understanding: Where do we draw the line?
AIP Conf. Proc. 1513, 358–361 (2013)
https://doi.org/10.1063/1.4789726
Understanding the learning assistant experience with physics identity
AIP Conf. Proc. 1513, 106–109 (2013)
https://doi.org/10.1063/1.4789663
Affordances of play for student agency and student-centered pedagogy
AIP Conf. Proc. 1513, 306–309 (2013)
https://doi.org/10.1063/1.4789713
Impacting university physics students through participation in informal science
AIP Conf. Proc. 1513, 178–181 (2013)
https://doi.org/10.1063/1.4789681
Characterizing student use of differential resources in physics integration problems
AIP Conf. Proc. 1513, 186–189 (2013)
https://doi.org/10.1063/1.4789683
How an active-learning class influences physics self-efficacy in pre-service teachers
AIP Conf. Proc. 1513, 134–137 (2013)
https://doi.org/10.1063/1.4789670
Is conceptual understanding compromised by a problem-solving emphasis in an introductory physics course?
AIP Conf. Proc. 1513, 338–341 (2013)
https://doi.org/10.1063/1.4789721
Building knowledge for teaching: Three cases of physics graduate students
AIP Conf. Proc. 1513, 126–129 (2013)
https://doi.org/10.1063/1.4789668
Transfer of argumentation skills in conceptual physics problem solving
AIP Conf. Proc. 1513, 322–325 (2013)
https://doi.org/10.1063/1.4789717
Changing classroom designs: Easy; Changing instructors' pedagogies: Not so easy...
AIP Conf. Proc. 1513, 238–241 (2013)
https://doi.org/10.1063/1.4789696
Utilization of hands-on and simulation activities for teaching middle school lunar concepts
AIP Conf. Proc. 1513, 346–349 (2013)
https://doi.org/10.1063/1.4789723
Regression analysis exploring teacher impact on student FCI post scores
AIP Conf. Proc. 1513, 278–281 (2013)
https://doi.org/10.1063/1.4789706
Applying a framework for characterizing physics teaching assistants’ beliefs and practices
AIP Conf. Proc. 1513, 394–397 (2013)
https://doi.org/10.1063/1.4789735
Exploring student difficulties with pressure in a fluid
AIP Conf. Proc. 1513, 154–157 (2013)
https://doi.org/10.1063/1.4789675
Successful propagation of educational innovations: Viewpoints from principal investigators and program
AIP Conf. Proc. 1513, 218–221 (2013)
https://doi.org/10.1063/1.4789691
Reflective discourse techniques: From in-class discussions to out-of-classroom problem solving
AIP Conf. Proc. 1513, 414–417 (2013)
https://doi.org/10.1063/1.4789740
Influencing students’ relationships with physics through culturally relevant tools
AIP Conf. Proc. 1513, 410–413 (2013)
https://doi.org/10.1063/1.4789739
Challenging traditional assumptions of secondary science through the PET curriculum
AIP Conf. Proc. 1513, 350–353 (2013)
https://doi.org/10.1063/1.4789724
Identifying student difficulties with conflicting ideas in statistical mechanics
AIP Conf. Proc. 1513, 386–389 (2013)
https://doi.org/10.1063/1.4789733
Guiding without feeling guided: Implicit scaffolding through interactive simulation design
AIP Conf. Proc. 1513, 302–305 (2013)
https://doi.org/10.1063/1.4789712
Physics career intentions: The effect of physics identity, math identity, and gender
AIP Conf. Proc. 1513, 262–265 (2013)
https://doi.org/10.1063/1.4789702
Development and validation of the Colorado learning attitudes about science survey for experimental physics
AIP Conf. Proc. 1513, 442–445 (2013)
https://doi.org/10.1063/1.4789747
Evaluation of a multiple goal revision of a physics laboratory
AIP Conf. Proc. 1513, 82–85 (2013)
https://doi.org/10.1063/1.4789657
Supporting scientific writing and evaluation in a conceptual physics course with calibrated peer review
AIP Conf. Proc. 1513, 318–321 (2013)
https://doi.org/10.1063/1.4789716
Scaffolding students’ understanding of force in pulley systems
AIP Conf. Proc. 1513, 354–357 (2013)
https://doi.org/10.1063/1.4789725
The experience sampling method: Investigating students' affective experience
AIP Conf. Proc. 1513, 294–297 (2013)
https://doi.org/10.1063/1.4789710
Student expectations in a group learning activity on harmonic motion
AIP Conf. Proc. 1513, 210–213 (2013)
https://doi.org/10.1063/1.4789689
Comparing the use of multimedia animations and written solutions in facilitating problem solving
AIP Conf. Proc. 1513, 214–217 (2013)
https://doi.org/10.1063/1.4789690
Front Matter for Volume 1513
AIP Conf. Proc. 1513, frontmatter (2013)
https://doi.org/10.1063/v1513.frontmatter
Back Matter for Volume 1513
AIP Conf. Proc. 1513, backmatter (2013)
https://doi.org/10.1063/v1513.backmatter
Applying cognitive developmental psychology to middle school physics learning: The rule assessment method
AIP Conf. Proc. 1513, 158–161 (2013)
https://doi.org/10.1063/1.4789676
Students talk about energy in project-based inquiry science
AIP Conf. Proc. 1513, 162–165 (2013)
https://doi.org/10.1063/1.4789677
New ways of investigating the canonical coin toss acceleration problem
AIP Conf. Proc. 1513, 422–425 (2013)
https://doi.org/10.1063/1.4789742
Assessing students’ epistemic logic using clause topics during problem comparison
AIP Conf. Proc. 1513, 286–289 (2013)
https://doi.org/10.1063/1.4789708
Student interactions leading to learning and transfer: A participationist perspective
AIP Conf. Proc. 1513, 86–89 (2013)
https://doi.org/10.1063/1.4789658
Self-efficacy in introductory physics in students at single-sex and coeducational colleges
AIP Conf. Proc. 1513, 78–81 (2013)
https://doi.org/10.1063/1.4789656
Effect of paper color on students’ physics exam performances
AIP Conf. Proc. 1513, 374–377 (2013)
https://doi.org/10.1063/1.4789730
Promoting children’s agency and communication skills in an informal science program
AIP Conf. Proc. 1513, 430–433 (2013)
https://doi.org/10.1063/1.4789744
"Learning Arc": The process of resolving concerns through student-student discourse
AIP Conf. Proc. 1513, 398–401 (2013)
https://doi.org/10.1063/1.4789736
Design of a 100 MW solar power plant on wetland in Bangladesh
Apu Kowsar, Sumon Chandra Debnath, et al.
The effect of a balanced diet on improving the quality of life in malignant neoplasms
Yu. N. Melikova, A. S. Kuryndina, et al.
Recognition of cat ras of face and body using convolutional neural networks
Akhmad Wahyu Aji, Esmeralda Contessa Djamal, et al.