This list includes papers published in a variety of journals that may be of interest to physics teachers interested in making their classrooms more effective. Papers have been selected by Dr. Edward Redish, University of Maryland Physics Education Group, that focus on high school or college level physics teaching, though the list may occasionally include papers described work with younger students if they seem relevant. This list includes papers published with calendar dates of 1998.
Papers in Physics Education Research: 1998
The American Journal of Physics, Vol. 66
Richard R. Hake, "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses", No. 1, Jan. 1998, pp. 64-74.
Lawrence A. Coleman, Donald F. Holcomb, and John S. Rigden, "The Introductory University Physics Project 1987-1995: What has it accomplished?", No. 2, Feb. 1998, pp. 124-137.
Tara O'Brien Pride, Stamatis Vokos, and Lillian C. McDermott, "The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems", No. 2, Feb. 1998, pp. 147-157.
Edward F. Redish, Jeffery M. Saul, and Richard N. Steinberg, "Student expectations in introductory physics", No. 3, March 1998, pp. 212-224.
Ronald K. Thornton and David 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", No. 4, April 1998, pp. 338-352.
International Journal of Science Education, Vol. 20
Manuela Welzel and Wolff-Michael Roth, "Do interviews really assess students' knowledge?", No. 1, Jan. 1998, pp. 25-44.
K. F. Collis, B. L. Jones, T. Sprod, J. M. Watson, and S. P. Fraser, "Mapping development in students' understanding of vision using a cognitive structural model", No. 1, Jan. 1998, pp. 45-66.
Eduardo Fleury Mortimer, "Multivoicedness and univocality in classroom discourse: an example from theory of matter", No. 1, Jan. 1998, pp. 67-82.
Karine Bécu-Robinault and Andrée Thiberghien, "Integrating experiments into the teaching of energy", No. 1, Jan. 1998, pp. 99-114.
A. T. Borges and J. K. Gilbert, "Models of magnetism", No. 3, March 1998, pp. 361-378.
Physics Education, Vol. 33
A. H. Johnstone, A. Watt, and T. U. Zaman, "The students' attitude and cognition change to a physics laboratory", No. 1, Jan. 1998, pp. 22-29.
J. Mariano Merino, "Some difficulties in teaching the properties of sounds", No. 2, March 1998, pp. 101-104.
J. Mariano Merino, "Complexity of pitch and timbre concepts", No. 2, March 1998, pp. 105-109.
The Physics Teacher, Vol. 36
Michael Zeilik, Candace Schau, and Nancy Mattern, "Misconceptions and their change in university-level astronomy courses", No. 2, Feb. 1998, pp. 104-107.
Papers in Physics Education Research: 1997
The American Journal of Physics, Vol. 65
P. W. Laws, "Promoting active learning based on physics education research in introductory physics courses", No. 1, January 1997, pp. 13-21.
Edward F. Redish, Jeffery M. Saul, and Richard N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories", No. 1, January 1997, pp. 45-54.
Ronald Gautreau and Lisa Novemsky, "Concepts first -- A small group approach to physics learning", No. 5, May 1997, pp. 418-428.
Esther Bagno and Bat-Sheva Eylon, "From problem solving to a knowledge structure: An example from the domain of electromagnetism," No. 8, August 1997, pp. 726-736.
Irène Rahm and Paul Charbonneau, "Probing stereotypes through students' drawings of scientists," No. 8, August 1997, 774-777.
Michael Zeilik et al., "Conceptual astronomy: A novel model for teaching postsecondary science courses", No. 10, October 1997, 987-996.
International Journal of Science Education, Vol. 19
Diane J. Grayson, "A holistic approach to preparing disadvantaged students to succeed in tertiary science studies. Part II. Outcomes of the Science Foundation programme", No. 1, January 1997, pp. 107-123.
Ricardo Trumper, "A survey of conceptions of energy of Israeli pre-service high school biology teachers", No. 1, 31-46.
Emily H. van Zee and James Minstrell, "Reflective discourse: developing shared understandings in a physical classroom", No. 2, February 1997, pp. 209-228.
Reinders Duit and Michael Komorek, "Understanding the basic ideas of chaos theory in a study of limited predicatability", No. 3, March 1997, pp. 247-264.
Helen M. Doerr, "Experiment, simulation and analysis: an integrated instructional approach to the concept of force", No. 3, March 1997, pp. 265-282.
Mare Taagepera, Frank Potter, George E. Miller, and Kamakshi Lakshminarayan, "Mapping students' thinking patterns by the use of the Knowledge Space Theory", No. 3, March 1997, pp. 283-302.
Igal Galili and Varda Bar, "Children's operational knowledge about weight", No. 3, March 1997, pp. 317-340.
Elizabeth Hazel, Peter Logan, and Patricia Gallagher, "Equitable assessment of students in physics: importance of gender and language background", No. 4, April-May 1997, pp. 381-392.
Evinella Alexopoulou and Rosalind Driver, "Gender differences in small group discussion in physics", No. 4, April-May 1997, pp. 393-406.
John A. Malone and Robert F. Cavanagh, "The influence of students' cognitive preferences on the selection of science and mathematics subjects", No. 4, April-May 1997, pp. 481-490.
P. Koumaras, P. Kariotoglou, and D. Psillos, "Causal structures and counter-intuitive experiments in electricity", No. 6, July 1997, pp. 617-630.
Martine Méheut, "Designing a learning sequence about a pre-quantitative kinetic model of gases: the parts played by questions and by a computer-simulation", No. 6, July 1997, pp. 647-660.
G. Andaloro, L. Bellomonte, and R. M. Sperandeo-Mineo, "A computer-based learning environment in the field of Newtonian mechanics", No. 6, July 1997, pp. 661-680.
David Palmer, "The effect of context on students' reasoning about forces", No. 6, July 1997, pp. 681-696.
Ileana M. Greca and Marco A. Moreira, "The kinds of mental representations -- models, propositions, and images -- used by college physics students regarding the concept of field", No. 6, July 1997, pp. 711-724.
Cedric J. Linder, Carrie Leonard-McIntyre, Delia Marshall, and M. Rudolph Nchodu, "Physics tutors' metalearning development through an extension of Schön's reflective practice, No. 7, August 1997, pp. 821-833.
D. Heywood and J. Parker, "Confronting the analogy: primary teachers exploring the usefulness of analogies in the teaching and learning of electricity", No. 8, Sept.-Oct. 1997, pp. 869-886.
M. L. Aiello-Nicosia, et al., "Teaching mechanical oscillations using an integrated curriculum", No. 8, Sept.-Oct. 1997, pp. 981-995.
Wolff-Michael Roth, Kenneth Tobin, and Kenneth Shaw, "Cascades of inscriptions and the re-presentation of nature: how numbers, tables, graphs, and money come to re-present a rolling ball", No. 9, Nov. 1997, pp. 1075-1091.
L. Viennot and F. Chauvet, "Two dimensions to characterize research-based teaching strategies: examples in elementary optics", No. 10, Dec. 1997, pp. 1159-1168.
Journal of Computers in Mathematics and Science Teaching, Vol. 16
Ricardo Trumper, "Learning kinematics with a V-Scope: A case study", No. 1, 91-110.
Journal of Research in Science Teaching, Vol. 34
Sharon K. Chambers and Thomas Andre, "Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current", No. 2, February 1997, pp. 107-123.
Wolff-Michael Roth and Keith B. Lucas, "From 'truth' to 'invented reality': A discourse analysis of high school physics students' talk about scientific knowledge", No. 2, February 1997, pp. 145-179.
Abdullateef H. Haidar, "Prospective chemistry teachers' conceptions of the conservation of matter and related concepts", No. 2, February 1997, pp. 181-197.
Timothy F. Slater, Joseph M. Ryan, and Sara L. Samson, "Impact and dynamics of portfolio assessment and traditional assessment in a college physics course", No. 3, March 1997, pp. 255-271.
Richard W. Moore and Rachel Leigh Hill Foy, "The Scientific Attitude Inventory: A Revision (SAI II)", No. 4, April 1997, pp. 327-336.
Michael P. Freedman, "Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge", No. 4, April 1997, pp. 343-357.
Edward R. Karpp and Norman H. Anderson, "Cognitive assessment of function knowledge", No. 4, April 1997, pp. 359-376.
Michael J. Sanger and Thomas J. Greenbowe, "Common student misconceptions in electrochemistry: Ga;vanic, electrolytic, and concentration cells", No. 4, April 1997, pp. 377-398.
Dorothy Langley, Miky Ronen, and Bat-Sheva Eylon, "Light propagation and visual patterns: Preinstruction learners' conceptions", No. 4, April 1997, pp. 399-424.
Lawrence T. Escalada and Dean A. Zollman, "An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes", No. 5, May 1997, pp. 467-490.
Kenneth Tobin, Campbell McRobbie, and David Anderson, "Dialectical constraints to the discursive practices of a high school physics community", No. 5, May 1997, pp. 491-508.
Wolff-Michael Roth, Campbell J. McRobbie, Keith B. Lucas, and Sylvie Boutonné, "Why may students fail to learn from demonstrations? A social practice perspective on learning physics", No. 5, May 1997, pp. 509-533.
Papers in Physics Education Research: 1996
The American Journal of Physics, Vol. 64
R. Di Stefano, "The IUPP evaluation: What we were trying to learn and how we were trying to learn it", No. 1, January 1996, pp. 49-57.
R. Di Stefano, "Preliminary IUPP results: Student reactions to in-class demonstrations and to the presentation of coherent themes", No. 1, January 1996, pp. 58-68.
Diane J. Grayson and Lillian C. McDermott, "Use of the computer for research on student thinking in physics", No. 5, May 1996, pp. 557-565.
Robert J. Beichner, "The impact of video motion analysis on kinematics graph interpretation skills", No. 10, October 1996, pp. 1272-1277.
David Hammer, "More than misconceptions: Multiple perspectives on student knowledge and reasoning and an -appropriate role for education research", No. 10, October 1996, pp. 1316-1325.
Richard N. Steinberg, Graham E. Oberem, and Lillian C. McDermott, "Development of a computer-based tutorial on the photoelectric effect", No. 11, November 1996, pp. 1370-1379.
William J. Leonard, Robert J. Dufresne, and Jose P. Mestre, "Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems", No. 12, December 1996, pp. 1495-1503.
International Journal of Science Education, Vol. 18
Ted Graham and John Berry, "A hierarchical model of the development of student understanding of momentum", No. 1, January-February 1996, pp. 75-90.
Josh Gutwill, John Frederiksen, and Michael Ranney, "Seeking the causal connection in electricity: shifting among mechanistic perspectives", No, 2, March 1996, pp. 143-162.
Susan M. Stocklmayer and David F. Treagust, "Images of electricity: how do novices and experts model electric current?", No, 2, March 1996, pp. 163-178.
Abdelmajid Benseghir and Jean-Louis Closset, "The electrostatics-electrokinetics transition: historical and educational difficulties", , No, 2, March 1996, pp. 179-191.
Abdeljalil Metioui, Claude Brassard, Jude Levasseur, and Michel Lavoie, "The persistence of students' unfounded beliefs about electrical circuits: the case of Ohm's law", No, 2, March 1996, pp. 193-212.
David F. Treagust, Allan G. Harrison, and Grady J. Venville, "Using an analogical teaching approach to engender conceptual change", , No, 2, March 1996, pp. 213-229.
Keith S. Taber and Mike Watts, "The secret life of the chemical bond: students' anthopomorphic and animistic references to bonding", No, 5, July-August 1996, pp. 557-568.
Jayashree Ramadas, Shrish Barve, and Arvind Kumar, "Alternative conceptions in Galilean relativity: inertial and non-inertial observers", No, 5, July-August 1996, pp. 615-629.
Ruth Stavy and Dina Tirosh, "Intuitive rules in science and mathematics: the case of 'more of A -- more of B' ", No, 6, September 1996, pp. 653-667.
Dina Tirosh and Ruth Stavy, "Intuitive rules in science and mathematics: the case of 'Everything can be divided by two' ", No, 6, September 1996, pp. 669-683.
T. P.Olsen, P. W. Hewson, and L. Lyons, "Preordained physics and student autonomy: The nature of laboratory tasks in physics classrooms", No. 7, October-November 1996, pp. 775-90.
Igal Galili, "Students' conceptual change in geometrical optics", No. 7, October-November 1996, pp. 847-868.
Mike Watts and Keith S. Taber, "An explanatory gestalt of essence: students' conceptions of the 'natural' in physical phenomena", No. 8, December 1996, pp. 939-954.
Journal of the Learning Sciences, Vol. 5
David Hammer, "Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?", No. 2, pp. 97-127.
Journal of Research on Computing in Education, Vol. 28
Herman Weller, "Assessing the impact of computer-based learning in science," Summer, 1996, pp. 461-485.
David Ayersman, "Reviewing the hypermedia-based learning research," Summer, 1996, pp. 500-525.
Journal of Research in Science Teaching, Vol. 33
Maher Z. Hashweh, "Science teachers' epistemological beliefs in teaching", No. 1, January 1996, pp. 47-63.
C. W. J. M. Klaassen and P. L. Lijnse, "Interpreting students' and teachers' discourse in science classes: an underestimated problem?", No. 2, February 1996, pp. 115-134.
Wolff-Michael Roth and Kenneth Tobin, "Staging Aristotle and natural observation against Galileo and (stacked) scientific experiment or physics lectures as rhetorical events", No. 2, February 1996, pp. 135-157.
Stanley J. Sobolewski and Rodney L. Doran, "Replication of a path analysis model of secondary physics enrollments: 20 years later", No. 5, May 1996, pp. 501-512.
Allan Feldman, "Enhancing the practice of physics teachers: mechanisms for the generation and sharing of knowledge and understanding in collaborative action research", No. 5, May 1996, pp. 513-540.
Wobbe de Vos and Adri H. Verdonk, "The particulate nature of matter in science education and in science", No. 6, June 1996, pp. 657-664.
Paul J. Germann and Roberta J. Aram, "Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence", No. 7, September 1996, 773-798.
Source: http://physics.umd.edu/rgroups/ripe/perg/newpaps.htm