Correlations between student discussion behavior, attitudes, and learning

(Some reference links may require a separate subscription.)

1. E. F. Redish, R. N. Steinberg, and J. M. Saul, Student Expectations in Introductory Physics, Am. J. Phys. 66, 212 (1998) [SPIN][INSPEC].
2. A. Elby, Force Concept Inventory, Am. J. Phys. 69, S54 (2001) [SPIN].
3. W. K. Adams, K. K. Perkins, M. Dubson, N. D. Finkelstein, and C. E. Wieman, in The Design and Validation of the Colorado Learning Attitudes about Science Survey, PERC Proceedings 2004 (AIP Press, Melville, New York, 2004), available at http://phet.colorado.edu/web-pages/publications/Adams-PERC-2004.pdf.
4. D. Hammer, Epistemological Beliefs in Introductory Physics, Cogn. Instruct. 12, 151 (1994).
5. K. Hogan, Relating Students' Personal Frameworks to Science Learning to Their Cognition in Collaborative Contexts, Sci. Educ. 83, 1 (1999).
6. Using the maryland physics expectations survey, available at http://www.physics.umd.edu/perg/expects/usempex.htm.
7. M. T. H. Chi, P. J. Feltovich, and R. Glaser, Categorization and representation of physics problems by experts and novices, Cogn. Sci. 5, 121 (1981).
8. A. V. Heuvelen, Learning to think like a physicist: A review of research-based instructional strategies, Am. J. Phys. 59, 891 (1991) [SPIN][INSPEC].
9. J. Larkin, J. McDermott, D. P. Simon, and H. A. Simon, Expert and novice performance in solving physics problems, Science 208, 1335 (1980) [ADS].
10. B. K. Hofer and P. R. Pintrich, The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning, Rev. Educ. Res. 67, 88 (1997).
11. D. Hammer, More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research, Am. J. Phys. 64, 1316 (1996) [SPIN].
12. B. K. Hofer, Personal epistemology research: implications for learning and teaching, Educational Psychology Review 13, 353 (2001).
13. M. Schommer, Epistemological Development and Academic Performance among Secondary Students, J. Educ. Psychol. 85, 406 (1993).
14. D. B. May and E. Etkina, College Physics Students' Epistemological Self-Reflection and Its Relationship to Conceptual Learning, Am. J. Phys. 70, 1249 (2002) [SPIN].
15. H. Lin, Learning physics vs. passing courses, Phys. Teach. 20, 151 (1982) [SPIN].
16. L. Lising and A. Elby, The impact of epistemology on learning: A case study from introductory physics, Am. J. Phys. 73, 372 (2005) [SPIN].
17. A. DiSessa, A. Elby, and D. Hammer, J's Epistemological Stance and Strategies (Lawrence Erlbaum Associates, Mahwah, NJ, 2002), pp. 237–290.
18. V. Coletta and J. Philips, in Presentation given at AAPT Conference, Summer 2005, available at http://myweb.lmu.edu/jphillips/PER/AAPT-summer05.pdf.
19. M. Dancy, in Poster, PERC Proceedings, 2002, available at http://www.physics.uncc.edu/physstaff/mhdancy/papers/poster2002_reasoning.ppt.
20. G. Kortemeyer, M. Hall, J. Parker, B. Minaei-Bidgoli, G. A. II, W. Bauer, and E. Kashy, Effective Feedback to the Instructor from Online Homework, Asynchronous Learn. Networks 9 (2005), available at http://www.sloan-c.org/publications/jaln/v9n2/v9n2_kortemeyer.asp.
21. G. Kortemeyer, An analysis of asynchronous online homework discussions in introductory physics courses, Am. J. Phys. 74, 526 (2005) [SPIN].
22. D. A. Kashy, G. Albertelli, W. Bauer, E. Kashy, and M. Thoennessen, Influence of non-moderated and moderated discussion sites on student success, Asynchronous Learn. Networks 7, 31 (2003).
23. G. M. Novak, E. T. Patterson, A. D. Gavrin, and W. Christian, Just-in-time Teaching: Blending Active Learning with Web Technology (Prentice-Hall, Englewood Cliffs, NJ, 1999).
24. The LearningOnline Network with Computer-Assisted Personalized Approach (LON-CAPA), available at http://www.lon-capa.org/.
25. D. A. Kashy, G. Albertelli, G. Ashkenazi, E. Kashy, H.-K. Ng, and M. Thoennessen, in Proceedings of Frontiers in Education (IEEE, Piscataway, New Jersey, 2001), Vol. 31, pp. 1073–1078, available at http://fie.engrng.pitt.edu/fie2001.
26. I. Halloun, R. R. Hake, E. P. Mosca, and D. Hestenes, Force concept inventory, available at http://modeling.la.asu.edu/R&E/Research.html.
27. C. Henderson, Common concerns about the Force Concept Inventory, Phys. Teach. 40, 542 (2002) [SPIN].
28. A. Elby, Another reason that physics students learn by rote, Am. J. Phys. 67, S52 (1999) [SPIN].
29. K. Perkins, W. Adams, N. Finkelstein, S. Pollock, and C. Wieman, in PERC Proceedings, 2004 (AIP Press, Melville, New York, 2004).
30. R. Thornton and D. 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 (2005) [SPIN][INSPEC].
31. For example, a student evaluation of the course under consideration in this study stated “Don’t derive anything, really, you have a Ph.D. I’ll believe what you tell me.”