scholarly journals Using psychometric tools as a window into students’ quantitative reasoning in introductory physics

2020 ◽  
Author(s):  
Trevor I. Smith ◽  
Philip Eaton ◽  
Suzanne White Brahmia ◽  
Alexis Olsho ◽  
Andrew Boudreaux ◽  
...  
Keyword(s):  
Introductory Physics ◽  
Quantitative Reasoning

Investigating the Effects of a Fact Family Fluency Intervention on Math Facts Fluency and Quantitative Reasoning

2021 ◽  
Author(s):  
James D. Stocker ◽  
Elizabeth M. Hughes ◽  
Andrew Wiesner ◽  
Shirley Woika ◽  
Michele Parker ◽  
...  
Keyword(s):  
Quantitative Reasoning ◽  
Fluency Intervention ◽  
Math Facts ◽  
Math Facts Fluency

Scientific Inquiry in Introductory Physics

2020 ◽  
pp. 1-14
Author(s):  
Carl J. Wenning ◽  
Rebecca E. Vieyra
Keyword(s):  
Scientific Inquiry ◽  
Introductory Physics

Data-driven decision making in an introductory physics lab

2019 ◽  
Vol 87 (8) ◽  
pp. 654-659
Author(s):  
John R. Walkup ◽  
Roger A. Key ◽  
Patrick R. M. Talbot ◽  
Michael A. Walkup
Keyword(s):  
Decision Making ◽  
Introductory Physics ◽  
Data Driven ◽  
Data Driven Decision Making

Tutorials in Introductory Physics: The Pain and the Gain

2010 ◽  
Vol 48 (7) ◽  
pp. 453-457 ◽  
Author(s):  
Émerson Cruz ◽  
Brian O'Shea ◽  
Werner Schaffenberger ◽  
Steven Wolf ◽  
Gerd Kortemeyer
Keyword(s):  
Introductory Physics

VARIOUS KINDS OF PROBLEMS IN AN ELECTRICITY AND MAGNETISM ASSESSMENT WITHIN AN INTRODUCTORY PHYSICS COURSE FOR CHEMISTRY MAJORS

2017 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
František Látal ◽  
Keyword(s):  
University Students ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Assessment Data ◽  
Score Difference ◽  
Electricity And Magnetism ◽  
Graph Reading ◽  
Conceptual Problems ◽  
Physics Course

An assessment is described in the introductory physics course for chemistry major students with the focus on solving problems from the electricity and magnetism. The experiences are summarised, obtained during the academic years 2014/2015, 2015/2016 and 2016/2017 from a multiple-choice test passed by 390 chemistry majors at the Faculty of Science in Olomouc. Various kinds of quiz problems were used, which can be divided into three categories: conceptual questions, numerical questions, questions with chart reading and interpretation. In the study assessment data are summarised and the score difference, achieved in the mentioned problem categories, is identified. The results did not prove that conceptual problems were more difficult for the set of students, but it is suggested, that students are more successful in the whole test to reach better scores in graph reading questions. Keywords: chemistry majors, physics course, university students.

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