How to solve a physics problem: negotiating knowledge and identity in introductory university physics
In this project I study introductory undergraduate physics classrooms as critical sites in the development of students’ relationships with physics. Drawing on interviews with students, observations of classrooms, and analyses of textbooks, I compare introductory undergraduate courses in physics requ...
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| Format: | Others |
| Language: | en |
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Virginia Tech
2014
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| Online Access: | http://hdl.handle.net/10919/44328 http://scholar.lib.vt.edu/theses/available/etd-08222008-063147/ |