Watkins SOR Instrukcja Użytkownika Pobierz pdf (Strona 6)

41Vol. 42, No. 5, 2013

Retaining Students in STEM Majors

for introductory physics courses.

American Journal of Physics, 66,

64–74.

Higher Education Research Institute.

(2010). Degrees of success:

Bachelor’s degree completion

rates among initial STEM majors.

Los Angeles, CA: University of

California, Los Angeles.

Hosmer, D. W., & Lemeshow, S.

(2000). Applied logistic regression

(2nd ed). New York, NY: Wiley.

Hsu, E., Murphy, T. J., & U.

Treisman, U. (2008). Supporting

high achievement in introductory

mathematics courses: What we

have learned from 30 years of the

emerging scholars program. In M.

Carlson & C. Rasmussen (Eds.),

Making the connection: Research

and practice in undergraduate

mathematics education (pp.

205–220). Washington, DC:

Mathematical Association of

America.

James, M. C., & Willoughby, S. (2011).

Listening to student conversations

during clicker questions: What you

have not heard might surprise you!

American Journal of Physics, 79,

123–132.

Knight, J. K., & Wood, W. B. (2005).

Teaching more by lecturing less.

Cell Biology Education, 4, 298–310.

Koenig, R. (2009). Minority retention

rates in science are sore spot

for most universities. Science,

324(5933), 1386–1387.

Lasry, N., Mazur, E., & Watkins, J.

(2008). Peer Instruction: From

Harvard to the two-year college.

American Journal of Physics, 76,

1066–1069.

Lichtenstein, G., Loshbaugh, H.

G., Claar, B., Bailey, T. L., &

Sheppard, S. (2007). Should I stay

or should go? Engineering students’

persistence is based on little

experience or data. Proceedings

of the American Society for

Engineering Education Annual

Conference, Honolulu, Hawaii.

Lucas, W. A., & Barge, S. (2010).

Effects of freshman project-based

learning on engineering self-

efcacy and educational persistence

at MIT. Proceedings of the 2010

Australasian Association for

Engineering Education Conference,

Sydney, Australia.

Maton, K. I., Hrabowski, F. A., III,

& Schmitt, C. L. (2000). African

American college students

excelling in the sciences: College

and postcollege outcomes in the

Meyerhoff Scholars Program.

Journal of Research in Science

Teaching, 37, 629–654.

Mau, W.-C. (2003). Factors that

inuence persistence in science and

engineering career aspirations. The

Career Development Quarterly, 51,

234–243.

Mazur, E. (1997). Peer instruction: A

user’s manual. Upper Saddle River,

NJ: Prentice Hall.

Mazur, E. (2014). Principles and

practice of physics. San Francisco,

CA: Pearson.

McDermott, L. C., Schaffer, P. S., &

University of Washington Physics

Education Group. (2002). Tutorials

in introductory physics. Upper

Saddle River, NJ: Prentice Hall.

Miller, R. L., Santana-Vega, E., &

Terrell, M. (2006). Can good

questions and peer discussion

improve calculus instruction?

Primus, 16, 193–203.

Morling, B., McAuliffe, M., Cohen,

L., & DiLorenzo, T. M. (2008).

Efcacy of personal response

systems (“clickers”) in large

introductory psychology classes.

Teaching of Psychology, 35, 45–50.

Nicol, D. J., & Boyle, J. T. (2003).

Peer instruction versus class-

wide discussion in large classes:

A comparison of two interaction

methods in the wired classroom.

Studies in Higher Education, 28,

457–473.

Rao, S., & DiCarlo, S. (2000). Peer

instruction improves performance

on quizzes. Advances in Physiology

Education, 24, 51–55.

Redish, E. F. (2003). Teaching physics

with the physics suite. New York,

NY: Wiley.

Sevian, H., & Robinson, W. E. (2011).

Clickers promote learning in all

kinds of classes: Small and large,

graduate and undergraduate, lecture

and lab. Journal of College Science

Teaching, 40(3), 14–18.

Seymour, E., & Hewitt, N. M. (1997).

Talking about leaving: Why

undergraduates leave the sciences.

Boulder, CO: Westview Press.

Smith, M. K., Wood, W. B., Adams,

W. K., Wieman, C., Knight, J. K.,

Guild, N., & Su, T. T. (2009). Why

peer discussion improves student

performance on in-class concept

questions. Science, 323(5910),

122–124.

Strenta, A. C., Elliott, R., Adair, R.,

Matier, M. & Scott, J. (1994).

Choosing and leaving science

in highly selective institutions.

Research in Higher Education,

35(5), 513–547.

Turpen, C., & Finkelstein, N.

D. (2009). Not all interactive

engagement is the same:

Variations in physics professors’

implementation of Peer Instruction.

Physical Review Special Topics—

PER, 5(020101).

Turpen, C., & Finkelstein, N. D.

(2010). The construction of

different classroom norms during

Peer Instruction: Students perceive

differences. Physical Review

Special Topics—PER, 6(020123).

Jessica Watkins (jessica.e.watkins@

gmail.com) is a postdoctoral researcher

in the Department of Education and Cen-

ter for Engineering Education & Outreach

at Tufts University in Medford, Massachu-

setts. Eric Mazur is the Balkanski Profes-

sor of Physics and Applied Physics and

Area Dean of Applied Physics at Harvard

University in Cambridge, Massachusetts.

1 2 3 4 5 6

Komentarze do niniejszej Instrukcji

Brak uwag

Watkins SOR Instrukcja Użytkownika Strona 6

Komentarze do niniejszej Instrukcji

Powiązane produkty i podręczniki dla Nie Watkins SOR