4 citations · 5 across the 6 of their papers we have counts for
6 papers · 1 filter
Constraints From Simulation Improve Experiential Outcomes in Laboratory Environment
Jeff Bale, James Day, J. Ives +1
In a first-year physics inquiry lab, pairs of students were randomly assigned to study pendulum motion using either a physical apparatus or a computer simulation. The experiment re…
Exploring the contributions of self-efficacy and test anxiety to gender differences in assessments
Jared B. Stang, Emily Altiere, Joss Ives +1
The observed performance difference between women and men on assessments in physics---the "gender gap"---is a significant and persistent inequity which has broad implications for t…
Active learning in pre-class assignments: Exploring the use of interactive simulations to enhance reading assignments
Jared B. Stang, Megan Barker, Sarah Perez +2
Pre-class reading assignments help prepare students for active classes by providing a first exposure to the terms and concepts to be used during class. We investigate if the use of…
Examining Student Participation in Two-Phase Collaborative Exams through Video Analysis
Joss Ives, Matias de Jong Van Lier, Nutifafa Kwaku Sumah +1
In this study we coded, for individual student participation on each question, the video of twenty-seven groups interacting in the group phase of a variety of two-phase exams. We f…
Measuring the Learning from Two-Stage Collaborative Group Exams
Joss Ives
A two-stage collaborative exam is one in which students first complete the exam individually, and then complete the same or similar exam in collaborative groups immediately afterwa…
Do Prescribed Prompts Prime Sensemaking During Group Problem Solving?
Mathew "Sandy" Martinuk, Joss Ives
Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students. The Univ…