A. Gupta, D. Hammer, and E. Redish, J. Learn. Sci., 19 (3), 285-321 (2010).
In a series of well-known papers, Chi and Slotta have contended that a reason for students' difficulties in learning physics is that they think about concepts as things rather than…
N. Finkelstein, W. Adams, C. Keller, K. Perkins, C. Wieman, and PhET, J. Online Learn. & Teaching, 2 (3), 12 (2006).
This paper introduces a suite of computer simulations from the Physics Education Technology (PhET) project, identifies features of these educational tools, and demonstrates their…
G. Schraw; Editors: T. Thaden-Koch and R. Fuller, PERC 1998 Proceedings, 15-26.
At the 1998 PERC, Gregg Schraw discussed hot topics in educational research, including conceptual change, expert-novice differences, and self-regulation. He then discussed…
P. Nieminen, A. Savinainen, and J. Viiri, Phys. Rev. ST Phys. Educ. Res., 8 (1), 010123 (2012).
Previous physics education research has raised the question of “hidden variables” behind students’ success in learning certain concepts. In the context of the force concept, it has…
E. Etkina, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. Hmelo-Silver, J. Learn. Sci., 19 (1), 54-98 (2010).
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific…
