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1 IDENTIFYING AND ADDRESSING STUDENT conceptual difficulties : AN EXAMPLE FROM introductory physics Paula Heron, Peter S. Shaffer, and Lillian C. McDermott Department of physics , University of Washington Seattle, Washington Systematic investigations over the past few decades have demonstrated that many students emerge from introductory physics courses without having developed a functional understanding of the concepts and principles they were Discipline-based education research can help improve STUDENT learning by guiding the development of instructional materials that target specific conceptual and reasoning difficulties . In this paper we illustrate this process in the context of physics , but analogies can be made to other disciplines. I. CONTEXT FOR RESEARCH AND CURRICULUM DEVELOPMENT The physics Education Group at the University of Washington (UW) conducts a coordinated program, in which research, curriculum development, and instruction are tightly linked in an iterative cycle.
IDENTIFYING AND ADDRESSING STUDENT CONCEPTUAL DIFFICULTIES: AN EXAMPLE FROM INTRODUCTORY PHYSICS ... core of which is provided by Tutorials in Introductory Physics.
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