Copertina

Emergent Explicit Regulation in College Students Collaborative Scientific Inquiry Learning, Framework and A Case Study

Fuente: arXiv

Salvato in:

Dettagli Bibliografici
Autori principali:	Cao, Ying, Wan, Tong, Burns, Andrew, Cusack, Ethan, Ouimet, Pierre-Philippe A.
Natura:	Preprint
Pubblicazione:	2025
Soggetti:	Physics Education
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

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

Using Large Language Models to Assign Partial Credit to Students' Explanations of Problem-Solving Process: Grade at Human Level Accuracy with Grading Confidence Index and Personalized Student-facing Feedback
di: Chen, Zhongzhou, et al.
Pubblicazione: (2024)

Advancing Quantum Information Science Pre-College Education: The Case for Learning Sciences Collaboration
di: Coelho, Raquel, et al.
Pubblicazione: (2025)

Instructor Framing and Incentives Shape Physics Students' Engagement and Learning Gains from an Inquiry-Based Electrostatics Tutorial on the Method of Images
di: Kashyap, Jaya Shivangani, et al.
Pubblicazione: (2026)

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

A Critical Examination of Tensions During Collaborations in STEM Inquiry
di: Si‐Ying Xia, et al.
Pubblicazione: (2026)

Introducing College Students to the Scientific Literature and the Library.
di: Chisman, Janet K.
Pubblicazione: (1998)

Developing a custom GPT based on Inquiry Based Learning for Physics Teachers
di: Gousopoulos, Dimitrios
Pubblicazione: (2024)

Assessing Physics Students' Scientific Argumentation using Natural Language Processing
di: Allen, Winter, et al.
Pubblicazione: (2025)

Two-Stage Final Exams: An Assessment Strategy for Enhanced Collaborative Learning and Reduced Student Stress
di: Callaghan, Kristina, et al.
Pubblicazione: (2025)

Proposed Spending on Colleges, Their Students, and Scientific Research.
Pubblicazione: (1991)

Exploring Generative AI assisted feedback writing for students' written responses to a physics conceptual question with prompt engineering and few-shot learning
di: Wan, Tong, et al.
Pubblicazione: (2023)

Achieving Human Level Partial Credit Grading of Written Responses to Physics Conceptual Question using GPT-3.5 with Only Prompt Engineering
di: Chen, Zhongzhou, et al.
Pubblicazione: (2024)

Introducing the College Student to Academic Inquiry: An Individualized Course in Library Research Skills.
di: Blum, Mark E., et al.
Pubblicazione: (1977)

Preparing Students for AI-Powered Materials Discovery: A Workflow-Aligned Framework for AI Literacy, Equity, and Scientific Judgment
di: Mei, Dongming, et al.
Pubblicazione: (2026)

Using skateboarding to develop a culturally relevant tutorial on static equilibrium
di: Viray, Gian, et al.
Pubblicazione: (2024)

Astronomy Identity Framework for Undergraduate Students and Researchers
di: Richards, Zachary, et al.
Pubblicazione: (2024)

Teaching To Learn: Reflections on Risk-Taking. Bill Harp Professional Teachers Library.
di: Cusack, Margaret S.
Pubblicazione: (2001)

Community at a Distance: Employing a Community of Practice Framework in Online Learning for Rural Students
di: Kimmel, Sue C., et al.
Pubblicazione: (2019)

Students' Experience of Cultural Differences Between Mathematics and Physics
di: Rabin, Jeffrey M., et al.
Pubblicazione: (2024)

Scaffold or Crutch? Examining College Students' Use and Views of Generative AI Tools for STEM Education
di: Wang, Karen D., et al.
Pubblicazione: (2024)

Click, Watch, Learn: The Impact of Student Self-Study Materials on Physics E&M Course Outcomes
di: Hirons, James K., et al.
Pubblicazione: (2025)

The School Librarian as an Agent of Scientific Inquiry for Students with Disabilities
di: Krueger, Karla S., et al.
Pubblicazione: (2011)

Analyzing students collaboratively solving spherical unit vector problems in upper level E and M through a lens of shared resources
di: Cao, Ying, et al.
Pubblicazione: (2024)

The Combination of Video and Virtual Experiments in Online Scientific Inquiry: Effects of Learning Sequence and Representational Integration Scaffold
di: Hui Chen, et al.
Pubblicazione: (2026)

Integrating Generative AI in Case‐Based Collaborative Learning: Student's Perceptions
di: Chu‐Chi Huang, et al.
Pubblicazione: (2025)

Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales
di: Jesús de la Fuente
Pubblicazione: (2012)

Active Learning Through Flexible Collaborative Exams: Improving STEM Assessments
di: Callaghan, Kristina, et al.
Pubblicazione: (2025)

Towards Scientific Literacy in Inclusive Science Education
di: Lenzer, Stefanie, et al.
Pubblicazione: (2024)

Prequestioning Enhances Undergraduate Students Learning in an Environmental Chemistry Course
di: Pan, Steven C., et al.
Pubblicazione: (2024)

Scientific physics events in Brazil: female participation
di: Anteneodo, Celia, et al.
Pubblicazione: (2022)

Assisting Tibetan Students in Learning Quantum Mechanics via Mathematica
di: Zhu, Guangtian, et al.
Pubblicazione: (2024)

Applying a STEM Ways of Thinking Framework for Student-generated Engineering Design-based Physics Problems
di: Subramaniam, Ravishankar Chatta, et al.
Pubblicazione: (2025)

Harnessing Large Language Models to Enhance Self-Regulated Learning via Formative Feedback
di: Steinert, Steffen, et al.
Pubblicazione: (2023)

The Development of Student Learning and Information Literacy: A Case Study
di: Rahanu, Harjinder, et al.
Pubblicazione: (2016)

Scientific Computing with Open SageMath not only for Physics Education
di: Borovský, Dominik, et al.
Pubblicazione: (2023)

Wikis and Collaborative Inquiry
di: Lamb, Annette, et al.
Pubblicazione: (2009)

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

Modular Study of a Force-Magnetic Coupling System
di: Li, Zifeng, et al.
Pubblicazione: (2024)

Survey on the Teacher-Learner Collaboration
di: Chase, N. M.
Pubblicazione: (2023)