Imagen de Portada

Dynamics of Productive Confirmation Framing in an Introductory Lab

Fuente: arXiv

Guardado en:

Detalles Bibliográficos
Autores principales:	Descamps, Ian, Jeon, Sophia, Holmes, N. G., Scherr, Rachel E., Hammer, David
Formato:	Preprint
Publicado:	2024
Materias:	Physics Education
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Lessons from pendulums: A design comparison of three lab activities
por: Descamps, Ian, et al.
Publicado: (2025)

Unveiling Gender Dynamics in Introductory Physics Labs
por: Paul, Bilas
Publicado: (2025)

Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
por: Sundstrom, Meagan, et al.
Publicado: (2023)

Breaking Barriers: Investigating Gender Dynamics in Introductory Physics Lab Classes
por: Paul, Bilas, et al.
Publicado: (2024)

Introductory physics students' recognition of strong peers: Gender and racial/ethnic bias differ by course level and context
por: Sundstrom, Meagan, et al.
Publicado: (2022)

Multidimensional Profiles of Critical Thinking in Physics Labs: Latent Structure, Instructional Change, and Connections to Physics Identity
por: Kubsch, Marcus, et al.
Publicado: (2026)

A model of mentorship for students from historically underrepresented groups in STEM
por: Wimberly, M. K. Rodriguez, et al.
Publicado: (2022)

Examining Student and AI Generated Personalized Analogies in Introductory Physics
por: Sirnoorkar, Amogh, et al.
Publicado: (2025)

Bias in physics peer recognition does not explain gaps in perceived recognition
por: Sundstrom, Meagan, et al.
Publicado: (2023)

Faculty Orientations Shape Adoption of AI in Research and Teaching
por: Atherton, Timothy J., et al.
Publicado: (2026)

From Self-Crafted to Engineered Prompts: Student Evaluations of AI-Generated Feedback in Introductory Physics
por: Sirnoorkar, Amogh, et al.
Publicado: (2025)

A Low-Cost Teapot Effect Experiment for Introductory Physics
por: Guo, Yu-Chen, et al.
Publicado: (2026)

Feedback That Clicks: Introductory Physics Students' Valued Features in AI Feedback Generated From Self-Crafted and Engineered Prompts
por: Sirnoorkar, Amogh, et al.
Publicado: (2025)

Predictive Modeling for High Impact Active Learning Classrooms
por: Ross, Olive, et al.
Publicado: (2026)

Share, Rotate, Split: The Effects of Group Work Role Distributions on Student Outcomes
por: Feinleib, Jacob, et al.
Publicado: (2025)

Notes from the Physics Teaching Lab: Optical Pumping
por: Libbrecht, Kenneth G.
Publicado: (2026)

Introductory quantum information science coursework at US institutions: Content coverage
por: Meyer, Josephine C., et al.
Publicado: (2023)

Group Dynamics in Inquiry-based Labs: Gender Inequities and the Efficacy of Partner Agreements
por: Dew, Matthew, et al.
Publicado: (2023)

Student Responses to Changes in Introductory Physics Learning due to COVID-19 Pandemic
por: Dew, Matthew, et al.
Publicado: (2020)

Effective Note-taking and its Impact on Learning Undergraduate Introductory Physics Courses
por: Adhikari, Chandra M.
Publicado: (2025)

What topics of peer interactions correlate with student performance in physics courses?
por: Simpfendoerfer, L. N., et al.
Publicado: (2023)

Notes from the Physics Teaching Lab: A Magneto-Mechanical Harmonic Oscillator
por: Libbrecht, Kenneth G.
Publicado: (2026)

Notes from the Physics Teaching Lab: Diode Laser Spectroscopy at 658 nm
por: Libbrecht, Kenneth G.
Publicado: (2025)

Online Advanced Labs in Physics
por: Bennett, Peter A.
Publicado: (2025)

Challenging Data Aggregation Practices: A MAIHDA Study of Asian Student Outcomes in Introductory Physics
por: Le, Vy, et al.
Publicado: (2025)

AI-Supported Mini-Labs: Combining Smartphone-Based Experiments and Multimodal AI
por: Kuhn, Jochen, et al.
Publicado: (2025)

Understanding interaction network formation across instructional contexts in remote physics courses
por: Sundstrom, Meagan, et al.
Publicado: (2022)

Gender Equity in Physics Labs: A Review
por: Doucette, Danny, et al.
Publicado: (2024)

Who and what gets recognized in peer recognition
por: Sundstrom, Meagan, et al.
Publicado: (2023)

Perspectives of Women and Men Students and Faculty on Conceptual and Quantitative Problem-Solving in Physics from Introductory to Graduate Levels
por: Ghimire, Apekshya, et al.
Publicado: (2025)

Notes from the Physics Teaching Lab: NMR Experiments at 21 Gauss
por: Libbrecht, Kenneth G.
Publicado: (2025)

Lessons from Transforming Second-Year Honors Physics Lab
por: Doucette, Danny, et al.
Publicado: (2024)

Enhancing Physics Hand-on Lab through Online Educational Tools
por: Babayeva, Marina
Publicado: (2025)

Characterizing Discourse Group Roles in Inquiry-based University Science Labs
por: Wan, Tong, et al.
Publicado: (2024)

Computation and Experimentation as Equal Partners in a Modern Physics Lab Exercise
por: Baylor, Martha-Elizabeth, et al.
Publicado: (2025)

ABCC11 Earwax Trait and Genotype Are Suitable Tools for Introductory Labs to Learn Genetics and Molecular Techniques
por: Tohru Ohta, et al.
Publicado: (2025)

Comparing large language models for supervised analysis of students' lab notes
por: Fussell, Rebeckah K., et al.
Publicado: (2024)

Quantum Entrepreneurship Lab: Training a Future Workforce for the Quantum Industry
por: Sander, Aaron, et al.
Publicado: (2025)

Lessons Learned from Integrating Generative AI into an Introductory Undergraduate Astronomy Course at Harvard
por: Stubbs, Christopher W., et al.
Publicado: (2026)

Teachers' Experiences with Implementing Open-ended Labs in High School Physics Classe
por: Talafian, Hamideh, et al.
Publicado: (2024)