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This is the second of two papers focusing on the Force Concept Inventory, a multiple-choice test designed to monitor students' understanding of force and related kinematics. In this paper we outline how the FCI was used to evaluate student learning following a newly developed approach to teaching mechanics in a Finnish upper secondary school. We believe that this case offers a compelling example of the benefits (in terms of enhanced student learning) that can follow from research- or evidence-based approaches to teaching.
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