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Science and Mathematics Education

The University of Maine

Physics education

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Full-Text Articles in Education

Using Contrasting Cases To Build Metacognitive Knowledge About The Impact Of Salient Distracting Features In Physics Problems, Thanh K. Le Aug 2017

Using Contrasting Cases To Build Metacognitive Knowledge About The Impact Of Salient Distracting Features In Physics Problems, Thanh K. Le

Electronic Theses and Dissertations

Student reasoning on physics problems is often context dependent. A possible explanation is that salient distracting features (SDFs) in physics problems may cue students’ “spontaneous” reasoning. This cued reasoning is often accepted without question, even though it may be unproductive and may even preclude the use of relevant knowledge. One possible approach to address such reasoning difficulties is to strengthen students’ metacognitive skills, particularly their metacognitive knowledge. While metacognitive knowledge plays an important role in facilitating effective regulation, little is known about how to build student metacognitive knowledge. This dissertation explores the use of contrasting cases (e.g., a number ...


Foundations And Frontiers Of Physics Education Research 2009, Michael J. Wittmann, Paula Heron, Rachel Scherr Dec 2010

Foundations And Frontiers Of Physics Education Research 2009, Michael J. Wittmann, Paula Heron, Rachel Scherr

University of Maine Office of Research Administration: Grant Reports

This project is a conference on the "Foundations and Frontiers of Physics Education Research," in which established and up-and-coming researchers attend a residential conference to further the work of the field. There are 60 participants, including senior graduate students, research scientists, junior, and tenured faculty. The conference consists of a series of plenary talks by leaders in the community; working groups of participants to address common problems in the field and present recommendations for future work; and targeted sessions in which research topics are explored in detail by participants. Ample free time is also included, allowing for informal discussions and ...


(Sger) Theoretical Frameworks For Conducting Research In Physics Education, Randal R. Harrington Mar 2005

(Sger) Theoretical Frameworks For Conducting Research In Physics Education, Randal R. Harrington

University of Maine Office of Research Administration: Grant Reports

Physicists bring a unique perspective to education research. Recently, more and more physics departments are creating tenure-track positions for faculty whose primary research interest is in physics education. This research is task specific and consists of an integrated approach to examining student difficulties and designing instructional strategies and materials to address these difficulties. As a researcher in this field, the P.I. proposes on-site visits to work with the directors of two NSF sponsored education research and development projects. The objectives of these visits are twofold: (1) become more cognizant of current practices in the field of science education and ...