Search Results for belief

...Zemplén, G. Á., “Epistemic beliefs and physics teacher education,” in The International Handbook of Physics Education Research: Special Topics, edited by M. F. Taşar and P. R. L. Heron (AIP Publishing, Melville, New York, 2023), pp. 11-1–11-30. Introduction Children's cognitive maturation...

... factors in student achievement in physics. Cognitive aspects to learning physics, including collaborative learning, higher order learning, and fostering critical thinking skills. Information about student interest, attitudes, motivation, values, beliefs, and opinions toward learning physics...

... student interest, attitudes, motivation, values, beliefs, and opinions toward learning physics. Readers will find this comprehensive treatment of the literature useful in understanding physics education research and extending to all the physical sciences including chemistry, mathematics, astronomy...

... learning, higher order learning, and fostering critical thinking skills. Information about student interest, attitudes, motivation, values, beliefs, and opinions toward learning physics. Readers will find this comprehensive treatment of the literature useful in understanding physics education...

... outcomes. This conceptualization of equitable outcomes is consistent with Rodriguez et al.'s equity of parity model ( Rodriguez et al., 2012 ). The physics learning outcomes include student performance in courses as well as evolution in their motivational beliefs such as physics self...

... discuss theoretical perspectives on the interplay between mathematics and physics from a modeling, blending, and epistemological belief perspective. Finally, we review empirical studies on students and teachers' comprehension of mathematization. Through this discussion, we hope to provide a more proper...

... way to stop wicked problems, so there is no single solution to these problems. The wicked problem usually occurs in social contexts. Teachers and students involved in the technology integration process have different beliefs, goals, and objectives. Considering all these factors, it is clear...

... not simply involve forming new beliefs that related existing concepts in different ways; it involved changes to the concepts themselves. A third account of conceptual change in science learning emerged from research on conceptual development in the field of developmental psychology. This theoretical...

... such as their beliefs about student learning includes findings on perceived situational constraints for realizing the instructor's values in practice. For example, Henderson (2005) followed an experienced physics instructor as he changed his instructional practice. He found that the instructor used many of his own...

... if the grading of students discourages terse or random attempts at problem solutions and rewards explicit evidence of using physics representations, hierarchical knowledge structures, and problem-solving outlines. Research into instructors' beliefs about problem solving indicates that most physics instructors...

... of the more challenging or ambitious scientific practices. Nevertheless, other studies show some use of curriculum materials supporting more ambitious science teaching. It also appears that knowledge of science concepts as well as of scientific practices, beliefs, goals and identities (that is teachers...

... not try to draw out the mapping. Below, we delineate these elements for the analysis of the physics holistic learning environments: Intentionality: Following Macmillan and Garrison (2012) , we argue that teaching is an intentional activity that involves beliefs and values, i.e., by teaching, teachers...

... ( 2000 ). 10.1006/ceps.1999.1026 Hofer , B. K. and Pintrich , P. R. , Rev. Educ. Res.   67 ( 1 ), 88 – 140 ( 1997 ). 10.3102/00346543067001088 Hofer , B. K. and Pintrich , P. R. , Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing ( L...

... are generally less amenable to the use of accommodations in their courses and hold more negative beliefs about disabled students than faculty in other academic disciplines ( Schoen et al., 1986 ; Lewis, 1998 ; Rao, 2004 ; and Skinner, 2007 ). Further, popular, research-based introductory physics...

... in Cambridge, aiming at exemplifying how personal values of a thinker also impact science. The author argues that by providing the experience of these contents in which the students' religious or atheist options are respected, teachers can acquire elements to respect the beliefs and positions of their future...

... to the research idea? (“Measure” could be anything like changes in beliefs, actions, scores on an instrument, time spent in sense-making activity, conceptions…). What are some problems I think I might run into (logistically, empirically, theoretically, applicability, generalizability, confounding factors...

... ( 1 ), 79 – 85 ( 2020 ). 10.21512/lc.v14i1.6387 Slisko , J. , The Eiffel tower as a context for word problems in textbooks for school mathematics and physics: why authors have a Licentia Poetica and what are possible consequences for students’ learning and beliefs?. Development (ICMT...

..., the launch of the academic sub-discipline philosophy of physics as a small but thriving research field today involves both physicists and philosophers working on deep-seated mathematical and conceptual puzzles. Nonetheless, this mistaken belief has resulted in a type of one-sided physics education...

... and technological aspects ( Bernhard, 2003 ). MBLs are powerful tools for conceptual change, but they must be accompanied by other factors that will encourage students to challenge their beliefs and change their previous perceptions and these factors should include the motivation, interest, and relevance...