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1.
L. C.
McDermott
, “
Research in physics education
,”
APS News
7
(1), (
1998
);
Education Outreach, p. 8.
2.
L. C.
McDermott
, “
Millikan Lecture 1990: What we teach and what is learned—Closing the gap
,”
Am. J. Phys.
59
,
301
315
(
1991
);
L. C.
McDermott
, “
Guest Comment: How we teach and how students learn—A mismatch?
,”
Am. J. Phys.
61
,
295
298
(
1993
);
R. R.
Hake
, “
Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
,”
Am. J. Phys.
66
,
64
74
(
1998
).
3.
L. C.
McDermott
and
E. F.
Redish
, “
Resource Letter: PER-1: Physics Education Research
,”
Am. J. Phys.
67
,
755
767
(
1999
);
L. C.
McDermott
, “
Oersted Medal lecture 2001: ‘Physics Education Research—The key to student learning’
,”
Am. J. Phys.
69
,
1127
1137
(
2001
).
4.
These were first published in AJP in the 1980s; see
D. E.
Trowbridge
and
L. C.
McDermott
, “
Investigation of student understanding of the concept of velocity in one dimension
,”
Am. J. Phys.
48
,
1020
1028
(
1980
);
D. E.
Trowbridge
and
L. C.
McDermott
, “
Investigation of student understanding of the concept of acceleration in one dimension
,”
Am. J. Phys.
49
,
242
253
(
1981
).
Also see
F.
Reif
and
S.
Allen
, “
Cognition for interpreting scientific concepts: a study of acceleration
,”
Cognit. Instruct.
9
,
1
44
(
1992
).
5.
C.
Singh
, “
Student understanding of quantum mechanics
,”
Am. J. Phys.
69
,
885
895
(
2001
);
M. C.
Wittmann
,
R. N.
Steinberg
, and
E. F.
Redish
, “
Investigating student understanding of quantum physics: Spontaneous models of conductivity
,”
Am. J. Phys.
70
,
218
226
(
2002
);
E.
Cataloglu
and
R. W.
Robinett
, “
Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career
,”
Am. J. Phys.
70
,
238
251
(
2002
).
6.
M. E.
Loverude
,
C. H.
Kautz
, and
P. R. L.
Heron
, “
Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas
,”
Am. J. Phys.
70
,
137
148
(
2002
).
7.
R. E.
Scherr
,
P. S.
Shaffer
, and
S.
Vokos
, “
Student understanding of time in special relativity: Simultaneity and reference frames
,”
Am. J. Phys.
69
,
S24
S35
(
2001
).
8.
B. S.
Ambrose
, “
Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction
,”
Am. J. Phys.
72
,
453
459
(
2004
).
9.
See, for example,
G. E.
Francis
,
J. P.
Adams
, and
E. J.
Noonan
, “
Do they stay fixed?
,”
Phys. Teach.
36
,
488
490
(
1998
).
10.
A.
Van Heuvelen
, “
Learning to think like a physicist: A review of research-based instructional strategies
,”
Am. J. Phys.
59
,
891
897
(
1991
);
A.
Van Heuvelen
,
Am. J. Phys.
“Overview, Case Study Physics,”
59
,
898
907
(
1991
);
P.
Heller
,
R.
Keith
, and
S.
Anderson
, “
Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving
,”
Am. J. Phys.
60
,
627
636
(
1992
);
P.
Heller
and
M.
Hollabaugh
, “
Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups
,”
Am. J. Phys.
60
,
637
644
(
1992
);
F.
Reif
and
L. A.
Scott
, “
Teaching scientific thinking skills: Students and computers coaching each other
,”
Am. J. Phys.
67
,
819
831
(
1999
);
A.
Van Heuvelen
and
Xueli
Zou
, “
Multiple representations of work-energy processes
,”
Am. J. Phys.
69
,
184
194
(
2001
).
11.
W. J.
Leonard
,
R. J.
Dufresne
, and
J. P.
Mestre
, “
Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
,”
Am. J. Phys.
64
,
1495
1503
(
1996
);
F. Reif and L. A. Scott, Ref. 10;
C.
Henderson
,
E.
Yerushalmi
,
V. H.
Kuo
,
P.
Heller
, and
K.
Heller
, “
Grading student problem solutions: The challenge of sending a consistent message
,”
Am. J. Phys.
72
,
164
169
(
2004
).
12.
D. J.
Grayson
and
L. C.
McDermott
, “
Use of the computer for research on student thinking in physics
,”
Am. J. Phys.
64
,
557
565
(
1996
);
R. J.
Beichner
, “
The impact of video motion analysis on kinematics graph interpretation skills
,”
Am. J. Phys.
64
,
1272
1277
(
1996
);
R. N.
Steinberg
,
G. E.
Oberem
, and
L. C.
McDermott
, “
Development of a computer-based tutorial on the photoelectric effect
,”
Am. J. Phys.
64
,
1370
1379
(
1996
);
E. F.
Redish
,
J. M.
Saul
, and
R. N.
Steinberg
, “
On the effectiveness of active-engagement microcomputer-based laboratories
,”
Am. J. Phys.
65
,
45
54
(
1997
);
R. K.
Thornton
and
D. R.
Sokoloff
, “
Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the evaluation of active learning laboratory and lecture curricula
,”
Am. J. Phys.
66
,
338
352
(
1998
);
F. Reif and L. A. Scott, Ref. 10;
K.
Cummings
,
J.
Marx
,
R.
Thornton
, and
D.
Kuhl
, “
Evaluating innovation in studio physics
,”
Am. J. Phys.
67
,
S38
S44
(
1999
);
R. N.
Steinberg
, “
Computers in teaching science: To simulate or not to simulate?
,”
Am. J. Phys.
68
,
S37
S41
(
2000
);
Z.
Zacharia
and
O. R.
Anderson
, “
The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics
,”
Am. J. Phys.
71
,
618
629
(
2003
);
S.
Yeo
,
R.
Loss
,
M.
Zadnik
,
A.
Harrison
, and
D.
Treagust
, “
What do students really learn from interactive multimedia? A physics case study
,”
Am. J. Phys.
72
,
1351
1358
(
2004
).
13.
E. F.
Redish
,
J. M.
Saul
, and
R. N.
Steinberg
, “
Student expectations in introductory physics
,”
Am. J. Phys.
66
,
212
224
(
1998
);
D.
Hammer
, “
Student resources for learning introductory physics
,”
Am. J. Phys.
68
,
S52
S59
(
2000
);
D. B.
May
and
E.
Etkina
, “
College physics students’ epistemological self-reflection and its relationship to conceptual learning
,”
Am. J. Phys.
70
,
1249
1258
(
2002
).
14.
A.
Elby
, “
Another reason that physics students learn by rote
,”
Am. J. Phys.
67
,
S52
S57
(
1999
);
A.
Elby
, “
Helping physics students learn how to learn
,”
Am. J. Phys.
69
,
S54
S64
(
2001
).
15.
F.
Reif
, “
Millikan Lecture 1994: Understanding and teaching important scientific thought processes
,”
Am. J. Phys.
63
,
17
32
(
1995
).
16.
L.
Bao
and
E. F.
Redish
, “
Concentration analysis: A quantitative assessment of student states
,”
Am. J. Phys.
69
,
S45
S53
(
2001
);
L.
Bao
,
K.
Hogg
, and
D.
Zollman
, “
Model analysis of fine structures of student models: An example with Newton’s third law
,”
Am. J. Phys.
70
,
766
778
(
2002
).
17.
E.
Bagno
and
B.-S.
Eylon
, “
From problem solving to a knowledge structure: An example from the domain of electromagnetism
,”
Am. J. Phys.
65
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726
736
(
1997
);
N. S.
Rebello
and
D. A.
Zollman
, “
The effect of distracters on student performance on the force concept inventory
,”
Am. J. Phys.
72
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125
(
2004
).
18.
R. K. Thornton, “Uncommon knowledge: Student behavior correlated to conceptual learning,” in Research on Physics Education: Proceedings of the International School of Physics “Enrico Fermi” Course CLVI, edited by E. F. Redish and M. Vicentini (IOS, Amsterdam, 2004), pp. 591–601.
19.
P. R. L. Heron, “Empirical investigations of learning and teaching, Part I: Examining and interpreting student thinking,” in Redish and Vicentini, Ref. 18, pp. 341–350;
Part II: Developing research-based instructional materials
,” ibid.
pp
.
351
;
D. E. Meltzer, “The questions we ask and why: methodological orientation in physics education research,” in 2003 Physics Education Research Conference (Madison, Wisconsin, 6-7 August 2003), edited by J. Marx, S. Franklin, and K. Cummings [AIP Conf. Proc. 720, 11–14 (2004)];
P. R. L.
Heron
, “
Empirical investigations of student understanding
,” ibid.
pp
.
15
.
20.
D.
Hestenes
, “
Toward a modeling theory of physics instruction
,”
Am. J. Phys.
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);
E. F.
Redish
, “
Millikan lecture 1998: Building a science of teaching physics
,”
Am. J. Phys.
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).
21.
E. F.
Redish
, “
Implications of cognitive studies for teaching physics
,”
Am. J. Phys.
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(
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);
E. F. Redish, Ref. 20;
E. F. Redish, “A theoretical framework for physics education research: Modeling student thinking,” in Redish and Vicentini, Ref. 18, pp. 1–63.
22.
L. C. McDermott, “A view from physics,” in Toward a Scientific Practice of Science Education, edited by M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa, and E. Stage (Lawrence Erlbaum, Hillsdale, New Jersey, 1990), pp. 3–30.
23.
H.
Burkhardt
and
A. H.
Schoenfeld
, “
Improving educational research: toward a more useful, more influential, and better-funded enterprise
,”
Educational Researcher
32
,
3
14
(
2003
).
24.
C. Henderson and M. Dancy, “Teaching, learning, and PER: Views from mainstream faculty,” Poster CP-IP08, Physics Education Research Conference 2004, Sacramento, California, 4–5 August, 2004.
25.
http://www.aps.org/statements/99_2.cfm.
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