Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics
Learning assistants (LAs) play a pivotal role in transforming traditional physics instruction toward a more inquiry-oriented approach. While empirical evidence supports the effectiveness of LA-involved physics instruction, there is a research gap regarding the specific competencies of LAs that contr...
| 出版年: | Physical Review Physics Education Research |
|---|---|
| 主要な著者: | , , , , |
| フォーマット: | 論文 |
| 言語: | 英語 |
| 出版事項: |
American Physical Society
2024-09-01
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| オンライン･アクセス: | http://doi.org/10.1103/PhysRevPhysEducRes.20.020122 |