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university physics
The purpose of this study is to determine how energy-conservation principle is exposed in hydrodynamics chapters of university physics textbooks.
      
From the analysis results, it seems worth to make a revision of hydrodynamics in university physics textbooks.
      
This article describes a study that has looked into methods for improving instruction of university physics full professors with many years of teaching experience.
      
However the factor scores did little to increase the prediction of success in University physics examinations over and above prediction based on school physics examination results.
      
This paper describes responses from 28 first-year university physics students to one question of a written test which was followed up by an interview.
      
Students' perceptions of teaching and learning in first-year university physics
      
This paper, which reports some data from a broader study of learning and teaching in first year university physics, focuses on aspects of the school-university transition.
      
Data are drawn from written tests and detailed interviews of students from a first-year university physics class.
      
Making Content Easier or Adding More Challenge in Year One University Physics
      
This paper argues that lecturers may provide insufficient challenge when teaching first year university physics courses, which may contribute to unsatisfactory learning outcomes.
      
This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers - final year, high school physics teachers and academics teaching first year university physics.
      
We report on a study of what happened when we recycled a conceptual examination question in a first-year university physics course.
      
Romanian University Physics Teaching and Research (1860-1940)
      
This paper aims to draw the attention of teachers of basic university physics courses towards students' problems concerning the interpretation of the symbolic language used in the discipline.
      
This study aims to analyse, based on common characteristics of the Nature of Science, how first year university Physics textbooks present the introduction of the concept and theories of magnetic field.
      
Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses.
      
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with an aim towards quantifying the amount of metacognition used by the students.
      
Background information on the polarization of light may be found in virtually any first year university physics textbook.
      
My gratitude goes to the many individuals at McGill University Physics department who have assisted me in my research.
      
Most early PER work focused on student ability to apply the concepts covered in typical introductory university physics courses.
      
 

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