Events

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Many colleges and universities promote writing across the curriculum, both for developing writing skills and for gaining content knowledge. Writing is one of many higher-order goals that can be a focus of the introductory curriculum. But do we know if it is effective, or how to use it to promote learning? Historically writing in the disciplines is assumed beneficial, but most published papers fail to show a link between writing and improved conceptual understanding within a discipline.

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In this talk, I will discuss the two main areas of my research in physics education, helping students become better problem solvers and investigating students' attitudes towards physics and the learning of physics. Problem Solving: One of the goals of many physics courses is to help students learn to use physics principles to solve novel problems. However, as anyone who has taught a physics course knows, this is a difficult task.

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