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|Item Type||Title||Subject||Author(s)||Issue Date||Access|
|Paper||A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism||physics and astronomy; student difficulties||Stephanie Chasteen; Steven Pollock||2009||Open|
|Paper||Observations on student difficulties with mathematics in upper-division electricity and magnetism||physics and astronomy; mathematics; student difficulties||Rachel Pepper; Stephanie Chasteen; Steven Pollock; Katherine Perkins||2012||Open|
|Paper||Upper-division students' difficulties with Ampere's law||physics and astronomy; student difficulties||Colin Wallace; Stephanie Chasteen||2010||Open|
|Paper||What College-Level Students Think: Student Cognitive Models of Geoscience Concepts, Their Alternate Conceptions, and Their Learning Difficulties||earth and ocean sciences; student difficulties; misconceptions||Leilani Arthurs||2011||Publisher|
|Paper||Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses||life sciences; student difficulties; concept test||Michelle Smith; Jennifer Knight||2012||Publisher|
|Paper||Upper-division student understanding of Coulomb's law: Difficulties with continuous charge distributions||physics and astronomy; student difficulties; senior students||Bethany Wilcox; Marcos Caballero; Rachel Pepper; Steven Pollock||2013||Publisher|
|Paper||Our best juniors still struggle with Gauss's Law: Characterizing their difficulties||physics and astronomy; student difficulties||Rachel Pepper; Stephanie V Chasteen; Steven J Pollock; Katherine K Perkins||2010||Publisher|