Comment on “Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course” Autor G. W. Rieger, S. A. Reinsberg, C. E. Wieman

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Design and validation of the Quantum Mechanics Conceptual Survey Autor S. B. McKagan, K. K. Perkins, C. E. Wieman

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Why we should teach the Bohr model and how to teach it effectively Autor S. B. McKagan, K. K. Perkins, C. E. Wieman

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Design and validation of the Quantum Mechanics Conceptual Survey Autor C. E. Wieman, K. K. Perkins, S. B. McKagan

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Why we should teach the Bohr model and how to teach it effectively Autor S. B. McKagan, K. K. Perkins, C. E. Wieman

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Deeper look at student learning of quantum mechanics: The case of tunneling Autor S. B. McKagan, K. K. Perkins, C. E. Wieman

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New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey Autor W. K. Adams, K. K. Perkins, N. S. Podolefsky, M. Dubson, N. D. Finkelstein, C. E. Wieman

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Template for teaching and assessment of problem solving in introductory physics Autor E. W. Burkholder, J. K. Miles, T. J. Layden, K. D. Wang, A. V. Fritz, C. E. Wieman

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