Introductory Physics Students in Algebra-based Courses Who Typically Worked Alone or in Groups: Insights from Gender-Based Analysis before and during COVID-19

Documents similaires

• Perspectives of Women and Men Students and Faculty on Conceptual and Quantitative Problem-Solving in Physics from Introductory to Graduate Levels
  par: Ghimire, Apekshya, et autres
  Publié: (2025)
• Peer Influence on Physics Self-Efficacy and Grades: A comparative study of students in an introductory calculus-based course who typically worked alone or in groups before and during the pandemic
  par: Ghimire, Apekshya, et autres
  Publié: (2025)
• What does it mean to think like a physicist? Insights from physics graduate students
  par: Ghimire, Apekshya, et autres
  Publié: (2026)
• Using Unguided Peer Collaboration to Facilitate Early Educators' Pedagogical Development: An Example from Physics TA Training
  par: Ghimire, Apekshya, et autres
  Publié: (2025)
• How often does unguided peer interaction lead to correct response consensus? An example from Conceptual Survey of Electricity and Magnetism
  par: Ghimire, Apekshya, et autres
  Publié: (2025)