USING A FLIPPED, ACTIVE-ENGAGEMENT APPROACH IN ADVANCED THEORY COURSES FOR GRADUATE AND UPPER-LEVEL UNDERGRADUATE PHYSICS STUDENTS

被引：0

作者：

Lopez, R. ^{[1
]}

机构：

[1] Univ Texas Arlington, Dept Phys, POB 19059, Arlington, TX 76019 USA

来源：

EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES | 2016年

关键词：

Physics education; flipped class;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：8360 / 8360

页数：1

共 13 条

[1] Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
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[3] Laboratory Experiment in Engineering Materials for Upper-Level Undergraduate and Graduate Students
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[4] Student learning in upper-level thermal physics: Comparisons and contrasts with students in introductory courses
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[7] The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses
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[8] Drive-by BI Tailored in-class mini-instruction sessions for graduate and upper-level undergraduate courses
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REFERENCE SERVICES REVIEW, 2008, 36 (01) : 39 - +
[9] Using Ion-Molecule Reactions To Overcome Spectral Interferences in ICP-MS: A Guided Inquiry Approach for Upper-Level Undergraduate and Graduate Students
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JOURNAL OF CHEMICAL EDUCATION, 2018, 95 (07) : 1211 - 1215
[10] A model for substantial deviations from the traditional lecture format for graduate and upper-level undergraduate courses in science-lecture and learning classes
Allison, J
JOURNAL OF CHEMICAL EDUCATION, 2001, 78 (07) : 965 - 969

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