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Begg, Meredith; Pierce, Robyn – Journal of College Science Teaching, 2021
Symbols are a cornerstone of the written language of physics and mathematics but inconsistencies in their use pose a challenge to students. This article reports on interviews held with first-year undergraduate physics students, focused on their early experiences with symbols in university physics. Students reported being confused by the symbolic…
Descriptors: Physics, Symbols (Mathematics), Mathematical Concepts, Scientific Concepts
McLure, Felicity; Won, Mihye; Treagust, David F. – International Journal of Science Education, 2021
Understanding plate tectonics is pivotal to development of an integrated understanding of Geoscience topics. However, geology is frequently introduced to students in lower secondary school by describing separate processes, such as sedimentary rock formation, rather than investigating the overall driving forces for change. This study investigated…
Descriptors: Visual Aids, Freehand Drawing, Concept Formation, Scientific Concepts
Choudhary, Rahul K.; Foppoli, Alexander; Kaur, Tejinder; Blair, David G.; Zadnik, Marjan; Meagher, Richard – Physics Education, 2018
The decline in students' interest in science and technology is a major concern in the western world. One approach to reversing this decline is to introduce modern physics concepts much earlier in the school curriculum. We have used the context of the recent discoveries of gravitational waves to test the benefits of one-day interventions, in which…
Descriptors: Intervention, Science Instruction, Physics, Teaching Methods
Lingard, Jennifer; Minasian-Batmanian, Laura; Vella, Gilbert; Cathers, Ian; Gonzalez, Carlos – Assessment & Evaluation in Higher Education, 2009
Effective criterion referenced assessment requires grade descriptors to clarify to students what skills are required to gain higher grades. But do students and staff actually have the same perception of the grading system, and if so, do they perform better than those whose perceptions are less accurately aligned with those of staff? Since…
Descriptors: Feedback (Response), Prior Learning, Physics, Difficulty Level

Hegarty-Hazel, Elizabeth – International Journal of Science Education, 1991
Studies of the relationship between students' propositional knowledge (as measured by concept mapping tasks) and their study strategies (as measured by self-report questionnaires) for electricity in first-year university courses are described. The effect of propositional knowledge and prior knowledge on both conceptual knowledge and study…
Descriptors: Concept Mapping, Context Effect, Electricity, Foreign Countries