No data available.
Please log in to see this content.
You have no subscription access to this content.
No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
Teaching Newton's Laws with the iPod Touch in Conceptual Physics
1.A. M. Kelly and K. Sheppard, “Newton in the Big Apple: Access to high school physics in New York City,” Phys. Teach. 46, 280–283 (May 2008).
2.G. M. Stiler, “MP3 players: Applications and implications for the use of popular technology in secondary schools,” Educ. 128, 20–33 (Jan. 2007).
3.C. Auchincloss and T. McIntyre. “iPod ‘Teach’: Increased access to technological learning supports through the use of the iPod Touch,“ J. Special Educ. Technol. 23, 45–49 (Feb. 2008).
4.K. A. Morris and J. Easterday, “Amplifying autonomy and collective conversation: Using video iPods to support mathematics teacher learning,” Issues Teach. Educ. 17, 47–62 (Feb. 2009).
5.J. Mader and B. Smith, “iPods in science,” Learn. Leading Technol. 35, 28–30 (May 2008).
6.New York State Education Department, Physics/Physical Setting Core Standards; www.emsc.nysed.gov/ciai/mst/pub/phycoresci.pdf.
7.D. Rosengrant, A. Van Heuvelen, and E. Etkina, “Do students use and understand free body diagrams?” Phys. Rev. ST‐Phys. Educ. Res. 5, 010108 (2009).
8.D. T. Brooks and E. Etkina, “‘Force,’ ontology, and language,”Phys. Rev. ST ‐ Phys. Educ. Res. 5, 010110(2009).
9.E. Eryilmaz, “Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion,” J. Res. Sci. Teach. 39, 1001–1015 (Oct. 2001).
Article metrics loading...
Full text loading...