REFERENCES
1.
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
);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
, 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
, 116
–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.
55
, 440
–454
(1987
);E. F.
Redish
, “Millikan lecture 1998: Building a science of teaching physics
,” Am. J. Phys.
67
, 562
–573
(1999
).21.
E. F.
Redish
, “Implications of cognitive studies for teaching physics
,” Am. J. Phys.
62
, 796
–803
(1994
);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.
This content is only available via PDF.
© 2005 American Association of Physics Teachers.
2005
American Association of Physics Teachers
AAPT members receive access to the American Journal of Physics and The Physics Teacher as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.