概括学生对线性运动学图的解释分类

L. Bollen, M. Cock, K. Zuza, J. Guisasola, P. V. Kampen
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引用次数: 39

摘要

Laurens Bollen, Mieke De Cock, Kristina Zuza, Jenaro Guisasola和Paul van Kampen3,∥鲁汶大学物理与天文学系,Celestijnenlaan 200c, 3001,鲁汶,比利时,巴斯克大学应用物理系,Europa广场1,圣塞巴斯蒂安20018,西班牙STEM教学与学习促进中心和都柏林城市大学物理科学学院,格拉斯哥,都柏林,爱尔兰(2015年9月23日接收;2016年2月18日出版)
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Generalizing a categorization of students' interpretations of linear kinematics graphs
Laurens Bollen, Mieke De Cock, Kristina Zuza, Jenaro Guisasola, and Paul van Kampen3,∥ Department of Physics and Astronomy, KU Leuven, Celestijnenlaan 200c, 3001 Leuven, Belgium Department of Applied Physics, University of Basque Country, Plaza Europa 1, San Sebastian 20018, Spain Centre for the Advancement of STEM Teaching and Learning & School of Physical Sciences, Dublin City University, Glasnevin, Dublin 9, Ireland (Received 23 September 2015; published 18 February 2016)
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来源期刊
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期刊介绍: Physical Review Special Topics - Physics Education Research (PRST-PER) is a peer reviewed electronic-only journal sponsored by The American Physical Society (APS), the American Association of Physics Teachers (AAPT) and the APS Forum on Education. The journal covers the full range of experimental and theoretical research on the teaching and/or learning of physics. PRST-PER is distributed without charge and financed by publication charges to the authors or to the authors" institutions. The criteria for acceptance of articles include the high scholarly and technical standards of our other Physical Review journals.
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