Phys. Rev. ST Phys. Educ. Res. 2, 010103 (2006)
Model analysis: Representing and assessing the dynamics of student learning
Lei Bao and Edward F. Redish
(Some reference links may require a separate subscription.)
-
L. C. McDermott and E. F. Redish, Resource Letter PER-01: Physics Education Research, Am. J. Phys. 67, 755 (1999) [SPIN][INSPEC].
-
A. diSessa, Towards an epistemology of physics, Cogn. Instruct. 10, 105 (1993).
-
J. Minstrell, in Physics Learning: Theoretical Issues and Empirical Studies, Proceedings of an International Workshop, Bremen, Germany, edited by R. Duit, F. Goldberg, and H. Niedderer (IPN, Kiel, Germany, 1992) p. 110.
-
L. Viennot, Spontaneous reasoning in elementary dynamics, Eur. J. Sci. Educ. 1, 205 (1979); I. A. Halloun and D. Hestenes, The initial knowledge state of college physics students, Am. J. Phys. 53, 1043 (1985) [SPIN][INSPEC]; and, Common sense concepts about motion,, 1056 (1985) [CrossRef][SPIN][INSPEC]; J. Clement, Students' preconceptions in introductory mechanics, 50, 66 (1982); and many others [CrossRef][SPIN][INSPEC].
-
D. Hestenes, M. Wells, and G. Swackhammer, Force concept inventory, Phys. Teach. 30, 141 (1992) [SPIN].
-
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 (1998) [SPIN][INSPEC].
-
E. Mazur, Peer Instruction: A User’s Manual (Prentice-Hall, New York, 1997).
-
P. Thagard, Mind: Introduction to Cognitive Science (MIT Press, Cambridge, MA 1996).
-
J. M. Fuster, Memory in the Cerebral Cortex (MIT Press, Cambridge, MA, 1999).
-
J. Bransford, A. Brown, and R. Cocking, How People Learn (National Academy Press, Washington, DC, 1999).
-
J. R. Anderson and C. Lebiere, The Atomic Components of Thought (Lawrence Erlbaum Associates, Mahwah, NJ, 1998).
-
A. Baddeley, Human Memory: Theory and Practice (Allyn & Bacon, Needham Heights, MA, 1997).
-
E. R. Kandel, J. H. Schwartz, and T. M. Jessell, Principles of Neural Science, 4th ed. (McGraw-Hill, New York, 2000); P. S. Churchland and T. J. Sejwnowski, The Computational Brain (MIT Press, Cambridge, MA, 1993).
-
E. F. Redish, in Proceedings of the Varenna Summer School in Physics, ‘Enrico Fermi,” Course CLVI, Varenna, Italy, edited by E. F. Redish and M. Vicentini (IOS Press, Amsterdam, 2004), p. 1.
-
D. Hammer, A. Elby, R. Scherr, and E. Redish, in Transfer of Learning: Research and Perspectives, edited by J. Mestre (Information Age Publishing, Greenwich, CT, 2004), Chap. 3.
-
M. Sabella and E. F. Redish (unpublished).
-
R. Steinberg and M. Sabella, Performance on multiple-choice diagnostics and complementary exam problems, Phys. Teach. 35, 150 (1997) [SPIN].
-
Handbook of Psycholinguistics, edited by M. A. Gernsbacher (Academic Press, San Diego, CA, 1994).
-
G. Morgan, Images of Organization (Sage Publications, Newbury Park, CA, 1986).
-
A. H. Schoenfeld, Mathematical Problem Solving (Academic Press, Orlando, FL, 1985).
-
A. diSessa and B. L. Sherin, What changes in conceptual change?, Int. J. Sci. Educ. 20, 1155 (1998).
-
A. Caramazza, M. McCloskey, and B. Green, Naive beliefs in “sophisticated” subjects: misconceptions about trajectories of objects, Cognition 9, 117 (1981) [CAS].
-
S. Vosniadou, Capturing and modeling the process of conceptual change, Learn. Instr. 4, 45 (1994).
-
V. Otero, in Ref. 14, p. 409.
-
D. Norman, in Mental Models, edited by D. Gentner and A. L. Stevens (Lea Publishing, Hillsdale, NJ 1983), p. 1.
-
F. Reif and S. Allen, Cognition for interpreting scientific concepts: A study of acceleration, Cogn. Instruct. 9, 1 (1992).
-
D. P. Maloney and R. S. Siegler, Conceptual competition in physics learning, Int. J. Sci. Educ. 15, 283 (1993).
-
T. Shallice, From Neuropsychology to Mental Structure (Cambridge University Press, Cambridge, UK, 1998).
-
C. Spearman, “General intelligence,” objectively determined and measured, Am. J. Psychol., 15, 201 (1904).
-
L. Bao, Ph.D. thesis, University of Maryland, 1999.
-
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. (PER Suppl.) 70, S766 (2002).
-
F. Marton, Phenomenography–a research approach to investigating different understandings of reality, J. Thought 21 (3), 28 (1986).
-
E. T. Rolls and A. Treves, Neural Networks and Brain Function (Oxford University Press, New York, 1998).
-
L. Bao and E. F. Redish, Concentration analysis: A quantitative assessment of student states, Am. J. Phys. (PER Suppl.) 69, S45 (2001) [SPIN][INSPEC].
-
A. Champagne, L. Klopfer, and J. Anderson, Factors influencing the learning of classical mechanics, Am. J. Phys. 48, 1074 (1980) [SPIN][INSPEC].
-
J. Clement, Students' preconceptions in introductory mechanics, Am. J. Phys. 50, 66 (1982) [SPIN][INSPEC].
-
I. Galili and V. Bar, Motion implies force: where to expect vestiges of the misconception?, Int. J. Sci. Educ. 14, 63 (1992).
-
I. A. Halloun and D. Hestenes, The initial knowledge state of college physics students, Am. J. Phys. 53, 1043 (1985) [SPIN][INSPEC]; and, Common sense concepts about motion,, 1056 (1985) [CrossRef][SPIN][INSPEC].
-
L. Bao (unpublished).
-
D. Huffman and P. Heller, What does the force concept inventory actually measure?, Phys. Teach. 33, 138 (1995) [SPIN].
-
K. G. Jöreskog, in Structural Equation Models in the Social Sciences, edited by A. S. Goldberger and O. D. Duncan (Seminar Press/Harcourt Brace, New York, 1973).
-
R. K. Hambleton and H. Swaminathan, Item Response Theory: Principles and Applications (Kluwer, Nijhoff, 1984).
-
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 (1998) [SPIN][INSPEC][ADS].
|
|