Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist

[This paper is part of the Focused Collection on Upper Division Physics Courses.] Instructors and researchers think “thinking like a physicist” is important for students’ professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs i...

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Autores principales: Eleanor C. Sayre, Paul W. Irving
Formato: article
Lenguaje:EN
Publicado: American Physical Society 2015
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Acceso en línea:https://doaj.org/article/641a1a2776784aaa9370f6319680c3cf
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