Cover Image

Predictive Modeling for High Impact Active Learning Classrooms

Fuente: arXiv

Saved in:

Bibliographic Details
Main Authors:	Ross, Olive, Sundstrom, Meagan, Holmes, N. G.
Format:	Preprint
Published:	2026
Subjects:	Physics Education
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

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

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

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

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

Multi-institutional assessment of Peer Instruction implementation and impacts using the Framework for Interactive Learning in Lectures
by: Bukola, Ibukunoluwa, et al.
Published: (2025)

Investigating peer recognition across an introductory physics sequence: Do first impressions last?
by: Sundstrom, Meagan, et al.
Published: (2023)

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

Evaluating recognition and recall formats of social network surveys in physics education research
by: Sundstrom, Meagan, et al.
Published: (2025)

Advancing clustering methods in physics education research: A case for mixture models
by: Wang, Minghui, et al.
Published: (2025)

Strategies for Collecting Multi-Institutional Data in Discipline-Based Education Research
by: Sundstrom, Meagan, et al.
Published: (2026)

Relative benefits of different active learning methods to conceptual physics learning
by: Sundstrom, Meagan, et al.
Published: (2025)

Beyond named methods: A typology of active learning based on classroom observation networks
by: Sundstrom, Meagan, et al.
Published: (2025)

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

Measuring fidelity of implementation of named active learning methods in physics
by: Bukola, Ibukunoluwa, et al.
Published: (2025)

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

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

Dynamics of Productive Confirmation Framing in an Introductory Lab
by: Descamps, Ian, et al.
Published: (2024)

Bringing Lecture-Tutorials Online: An Analysis of A New Strategy to Teach Planet Formation in the Undergraduate Classroom
by: Archer, Haylee N., et al.
Published: (2024)

Flipped Classroom im Physikunterricht
by: Finkenberg, Frank
Published: (2022)

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

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

Active Learning in the University Library Instruction Classroom.
by: Drueke, Jeanetta
Published: (1992)

Serious Game for Physics as an Active and Gamified Learning Strategy
by: Pacheco, Alberto
Published: (2024)

Neuroqueer Literacies in a Physics Context: A Discussion on Changing the Physics Classroom Using a Neuroqueer Literacy Framework
by: Oleynik, Daniel P., et al.
Published: (2023)

scicode-widgets: Bringing Computational Experiments to the Classroom with Jupyter Widgets
by: Goscinski, Alexander, et al.
Published: (2025)

Uncovering Hidden Variables: A Physics Classroom Activity on Correlation and Causation
by: Suarez, Alvaro, et al.
Published: (2024)

A Research-Informed Module on Quantum Superposition for Rapid Classroom Adoption
by: Kiefer, Boris
Published: (2026)

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

Where's the Line? A Classroom Activity on Ethical and Constructive Use of Generative AI in Physics
by: Krusberg, Zosia
Published: (2025)

Quantum Science and Technologies in K-12: Supporting Teachers to Integrate Quantum in STEM Classrooms
by: Holincheck, Nancy, et al.
Published: (2024)

When words are not enough: How creative storytelling helped me navigate trauma
by: Meagan Corrado
Published: (2025)

Integrating Evolutionary Biology into Physics Classroom: Scaling, Dimension, Form and Function
by: Das, Kausik S, et al.
Published: (2024)

Null Results, Real Learning: Geomagnetic Response to an X1.8 Solar Flare with Research-Grade and Smartphone Magnetometers in a Citizen-Science Classroom Activity
by: Hart, Roger M., et al.
Published: (2025)

CURE-like, not cure-all: Varying broad relevance in experimentation labs produces similar student outcomes
by: Markert, Elly, et al.
Published: (2026)

Active Learning Methodology applied to a remote projectile launch experiment: students' first impressions
by: da Rocha, Carlos Antonio, et al.
Published: (2025)

Determining Viscosity of a Liquid with Smartphone Sensors: A Classroom-Friendly Approach Using Damped Oscillations
by: Pal, Sanjoy Kumar, et al.
Published: (2026)

High School Science Profile Predicts Adults' Views on the Future of AI and STS
by: Lee, Gyeonggeon
Published: (2025)

Evaluating the Wide Area Classroom After 24,000 HPC Students
by: Urbanic, John, et al.
Published: (2024)

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

Using Cinema to Foster Active Classroom Engagement
by: Lawrence J. Trautman, et al.
Published: (2025)