Toward instructional design principles: Inducing Faraday’s law with contrasting cases
Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2016-04-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.12.010128 |