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As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic survey and the Force and Motion Conceptual Evaluation at the beginning of the course. While the course is still actively running, we have tracked student participation over the first five weeks of the eleven-week course.
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as disorder or chaos come into contact with their ideas about the spontaneous formation of organized biological struct
Physics lab courses are an essential part of the physics undergraduate curriculum. Learning goals for these classes often include the ability to interpret measurements and uncertainties. The Physics Measurement Questionnaire (PMQ) is an established o
The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the under-representation and un
The Physics Inventory of Quantitative Literacy (PIQL), a reasoning inventory under development, aims to assess students physics quantitative literacy at the introductory level. The PIQLs design presents the challenge of isolating types of mathematica
An important goal of introductory physics for the life sciences (IPLS) is for those students to be prepared to use physics to model and analyze biological situations in their future studies and careers. Here we report our findings on life science stu