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At the recent AAPT meeting I heard it mentioned that both doing sample
problems on the board and showing derivations in a similar manner have a
minimal impact on student learning. This happens to fit with my
preconceptions about teaching, so of course I am not here to challenge this
idea. ;-)
Mostly I am hoping to find evidence for this in a PER article somewhere. If
anyone on here knows of such a publication I would be grateful for a
citation.