1.Physics Inventory of Quantitative Literacy: A tool for assessing mathematical reasoning in introductory physics

作　　者：Suzanne White Brahmia ;Suzanne White Brahmia ;Alexis Olsho 等

出　　处：Physical Review Physics Education Research. 2021 ;17(2):020129.doi:10.1103/PhysRevPhysEducRes.17.020129

出版社：American Physical Society

文章 ID：1035774124

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2.Framework for the natures of negativity in introductory physics

作　　者：Suzanne White Brahmia ;Alexis Olsho ;Trevor I. Smith 等

出　　处：Physical Review ST Physics Education Research. 2020 ;16(1):1-14.doi:10.1103/PhysRevPhysEducRes.16.010120

出版社：American Physical Society

文章 ID：254519756

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3.Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention

作　　者：Mila Kryjevskaia ;MacKenzie R. Stetzer ;Beth A. Lindsey 等

出　　处：Physical Review Physics Education Research. 2020 ;16(2):1-21.doi:10.1103/PhysRevPhysEducRes.16.020140

出版社：American Physical Society

文章 ID：256847021

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4.How curriculum developers’ cognitive theories influence curriculum development

作　　者：Andrew Boudreaux ;Andy Elby

出　　处：Physical Review Physics Education Research. 2020 ;16(2):1-16.doi:10.1103/PhysRevPhysEducRes.16.020144

出版社：American Physical Society

文章 ID：256847022

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5.Preliminary investigation of instructor effects on gender gap in introductory physics

作　　者：Kimberley Kreutzer ;Andrew Boudreaux

出　　处：Physical Review ST Physics Education Research. 2012 ;8(1):1-8.doi:10.1103/PhysRevSTPER.8.010120

出版社：American Physical Society

文章 ID：186883063

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6.Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy

作　　者：Todd Haskell ;Emily Borda ;Andrew Boudreaux

出　　处：Physical Review Physics Education Research. 2022 ;18(1):010108.doi:10.1103/PhysRevPhysEducRes.18.010108

出版社：American Physical Society

文章 ID：1036983820

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