Visualizing depth of student conceptual understanding using subquestions and alluvial diagrams

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Physical Review Physics Education Research Pub Date : 2023-08-31 DOI:10.1103/physrevphyseducres.19.020121

J. Yasuda, M. M. Hull, N. Mae

引用次数: 0

Abstract Image

查看原文本刊更多论文

使用子问题和冲积图可视化学生概念理解的深度

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Physical Review Physics Education Research Social Sciences-Education

CiteScore

5.70

自引率

41.90%

发文量

审稿时长

32 weeks

期刊介绍： PRPER covers all educational levels, from elementary through graduate education. All topics in experimental and theoretical physics education research are accepted, including, but not limited to: Educational policy Instructional strategies, and materials development Research methodology Epistemology, attitudes, and beliefs Learning environment Scientific reasoning and problem solving Diversity and inclusion Learning theory Student participation Faculty and teacher professional development