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Designing effective questions for classroom response system teaching
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10.1119/1.2121753
/content/aapt/journal/ajp/74/1/10.1119/1.2121753
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/74/1/10.1119/1.2121753

Figures

Image of Fig. 1.
Fig. 1.

The question cycle used for question-driven instruction with a classroom response system.

Image of Fig. 2.
Fig. 2.

A question pair exemplifying the oops-go-back design tactic.

Image of Fig. 3.
Fig. 3.

Three variants of a question on Newton's second law in one dimension.

Image of Fig. 4.
Fig. 4.

Two variants of a question on identifying forces.

Image of Fig. 5.
Fig. 5.

Two variants of a question on strategic choices in problem solving.

Image of Fig. 6.
Fig. 6.

Two variants of a kinematics question.

Tables

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Table I.

“Habits of mind” that expert physicists possess and students should develop.

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Table II.

Question design tactics.

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/content/aapt/journal/ajp/74/1/10.1119/1.2121753
2006-01-01
2014-04-20
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752b84549af89a08dbdd7fdb8b9568b5 journal.articlezxybnytfddd
Scitation: Designing effective questions for classroom response system teaching
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/74/1/10.1119/1.2121753
10.1119/1.2121753
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