| Titre : | A Two-Tiered Strategy to Help Students Assess Their Answers to Physics Problems (2022) |
| Auteurs : | Jeffrey Marx |
| Type de document : | Article |
| Dans : | The Physics Teacher (03/60, Mars 2022) |
| Article en page(s) : | p. 183-186 |
| Note générale : | https://doi.org/10.1119/10.0009685 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Evaluation des apprentissages ; Physique ; Résolution de problème |
| Résumé : | For years there has been an acknowledged interest in having students assess the rationality of their solutions to physics problems. In fact, many textbooks now routinely include end-of-problem assessments as part of the authors’ detailed solutions to examples. Over the past two decades, I have experimented with various forms of end-of-problem assessment strategies for my students in introductory, college-level physics classes. In this note, I will share my observations and recommendations for how this aspect of students’ solutions can be productive and valuable for them, while providing insights into the students’ understanding for the instructor. |
| Disponible en ligne : | Non |
Exemplaires (1)
| Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|
| The Physics Teacher. 03/60 (Mars 2022) | Périodique papier | Louvain-la-Neuve | Etagère des revues | Prêt autorisé Disponible |
