This list includes papers published in other journals that may be of interest to researchers in physics education and to physics teachers interested in making their classrooms more effective. Papers have been selected that focus on high school or college level physics teaching, though we may occasionally include papers described work with younger students if they seem relevant. This list includes papers published with calendar dates of 2000. (papers selected by E. F. Redish and H. Dobbins)
The American Journal of Physics
S. Tobias, “From innovation to change: Forging a physics education reform agenda for the 21st century,” Am. J. Phys 68(2), 103-104 (2000).
J. Touger, “The role of language in learning physics: Beyond semantics,” Am. J. Phys. 68(4), 306-307 (letter) (2000).
R. H. Howes and R. C. Hilborn “Winds of Change,” Am. J. Phys. 68(5), 401-402 (guest comment) (2000)
E. L. Jossem, “The Teaching of Physics,” Am. J. Phys. 68(6), 499-500 (guest comment) (2000).
E. L. Jossem, “Resource Letter EPGA-1: The education of physics graduate assistants,” Am. J. Phys. 68(6), 502-512 (2000).
I. Galili and A. Hazan, “The influence of an historically oriented course on students' content knowledge in optics evaluated by means of facets-schemes analysis,” PER Supplement to the Am. J. Phys 68, S3-S15 (2000).
E. Bagno, B. Eylon, and U. Ganiel, “From fragmented knowledge to a knowledge structure: Linking the domains of mechanics and electromagnetism,” PER Supplement to the Am. J. Phys 68, S16-S26 (2000).
J. A. Marshall and J. T. Dorward, “Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students,” PER Supplement to the Am. J. Phys 68, S27-S36 (2000).
R. N. Steinberg, “Computers in teaching science: To simulate or not to simulate?” PER Supplement to the Am. J. Phys 68, S37-S41 (2000)
S. Vokos, P. S. Shaffer, B. S. Ambrose, and L. C. McDermott, “Student understanding of the wave nature of matter: Diffraction and interference of particles,” PER Supplement to the Am. J. Phys 68, S42-S51 (2000)
D. Hammer, “Student resources for learning introductory physics,” PER Supplement to the Am. J. Phys 68, S52-S59 (2000).
D. S. Abbott, J. M. Saul, G. W. Parker, and R. J. Beichner, “Can one lab make a difference?” PER Supplement to the Am. J. Phys 68,. S60-S61 (note) (2000).
Physics Education
R. Trumper, “University students' conceptions of basic astronomy concepts,” Phys. Educ. 35(1), 9-15 (2000).
G. Ireson, “The quantum understanding of pre-university physics students,” Phys. Educ. 35(1), 15-21 (2000).
J. Viiri, “Students' understanding of tides,” Phys. Educ. 35(2), 105-110 (2000).
K. S. Taber, “Should physics teaching be a research-based activity?” Phys. Educ. 35(3), 163-168 (2000).
S. Alsop, “Meeting the needs of lifelong learners: recognizing a conative (ed. ~motivational) dimension in physics,” Phys. Educ. 35(3), 202-208 (2000).
E. W. Jenkins, “What can physics teachers learn from research in physics education?” Phys. Educ. 35(4), 245-249 (2000),
B. E. Woolnough, “Authentic science in schools? — an evidence-based rationale,” Phys. Educ. 35(4) 293-300.
L. C. McDermott, P. S. Shaffer, and C. P. Constantinou, “Preparing teachers to teach physics and physical science by inquiry,” Phys. Educ. 35(6), 411-416 (2000).
H. Stadler, R. Duit, and G. Benke, “Do boys and girls understand physics differently” Phys. Educ. 35(6), 417-422 (2000).
The Physics Teacher
D. N. Arion, K. M. Crosby, and E.A. Murphy, “Case-Study Experiments in the Introductory Physics Curriculum,” Phys. Teacher 38(6), 373-376 (2000).
Cognition and Instruction
M. Reiner, J. D. Slotta, M. R. H. Chi, and L. B. Resnick, “Naive Physics Reasoning: A Commitment to Substance-Based Conceptions,” Cog. and Instr. 18(1), 1-34 (2000).
M. W. Keefer, C. M. Zeitz, and L. B. Resnick, “Judging the Quality of Peer-Led Student Dialogues,” Cog. and Instr. 18(1), 53-82 (2000).
G. Nuthall, “The Role of Memory in the Acquisition and Retention of Knowledge in Science and Social Studies Units,” Cog. and Instr. 18(1), 83-139 (2000).
M. J. Nathan, and K. R. Koedinger, “An Investigation of Teachers' Beliefs of Students' Algebra Development,” Cog. and Instr. 18(2), 209-238 (2000).
P. D. Klein, “Elementary Student's Strategies for Writing-to-Learn Science,” Cog. and Instr. 18(3), 317-348 (2000).
C. L. Smith, D. Maclin, C. Houghton, and M. G., Hennessey, “Sixth-Grade Students' Epistemologies of Science: The Impact of School Science Experiences on Epistemological Development,” Cog. and Instr. 18(3), 349-422 (2000).
International Journal of Science Education
I. Galili and A. Hazan, “Learners' knowledge in optics: Interpretation, structure, and analysis,” Int. J. Sci. Educ. 22(1), 57-88 (2000).
J. Parker and D. Heywood, “Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces,” Int. J. Sci. Educ. 22(1), 89-111 (2000).
P. Labudde, W. Herzog, M. P. Neuenschwander, E. Violi, and C. Gerber, “Girls and physics: Teaching and learning strategies tested by classroom interventions in grade 11,” Int. J. Sci. Educ. 22(2), 143-157 (2000).
J. G. McNally, “Teaching investigative science: Preliminary theorizing from the shared reflections of teachers,” Int. J. Sci. Educ. 22(2), 159-176 (2000).
F. Flores, A. Lopez, L. Gallegos, and J. Barojas, “Transforming science and learning concepts of physics teachers,” Int. J. Sci. Educ. 22(2), 197-208 (2000).
J. K. Gilbert and M. Reiner, “Thought experiments in science education: Potential and current realization,” Int. J. Sci. Educ. 22(3), 265-283 (2000).
C. C. Tsai, “Enhancing science instruction: the use of 'conflict maps',” Int. J. Sci. Educ. 22(3), 285-302 (2000).
C. Hirn, and L. Viennot, “Transformation of didactic intensions by teachers: the case of geometrical optics in grade 8,” Int. J. Sci. Educ. 22(4), 357-384 (2000).
H.-L. Tuan, H.-P. Chang, K.-H. Wang, and D.F. Treagust, “The development of an instrument for assessing student's perceptions of teachers' knowledge,” Int. J. Sci. Educ. 22(4), 385-398 (2000).
K. S. Taber, “Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure,” Int. J. Sci. Educ. 22(4), 399-418 (2000).
J. A. Burry-Stock, L. Dorogan, G. F. Varrella, and R. E. Yager, “Russian/US comparison using the expert science teaching educational evaluation model (ESTEEM),” Int. J. Sci. Educ. 22(4), 419-434 (2000).
R. Tyler, “A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: dimensions of conceptual progression,” Int. J. Sci. Educ. 22(5), 447-468 (2000).
K. S. Taber, “Case studies and generalizability: grounded theory and research in science education,” Int. J. Sci. Educ. 22(5), 469-488 (2000).
M. Reiner, and J. Gilbert, “Epistemological resources for thought experimentation in science learning,” Int. J. Sci. Educ. 22(5), 489-506 (2000).
M. J. Sanger, and T. J. Greenbowe, “Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies,” Int. J. Sci. Educ. 22(5), 521-538 (2000).
U. Zoller, D. Ben-Chain, and S. Ron, “The disposition toward critical thinking of high school and university science students: an inter-intra Israeli-Italian Study,” Int. J. Sci. Educ. 22(6), 571-582 (2000).
F. Abd-El-Khalick, and N. G. Lederman, “Improving science teachers' conceptions of nature of science: a critical review of the literature,” Int. J. Sci. Educ. 22(7), 665-702 (2000).
D. Clark, and M. Rutherford, “Language as a confounding variable in the diagnosis of misconceptions,” Int. J. Sci. Educ. 22(7), 703-718 (2000).
J. Kelly, “Rethinking the elementary science methods course: a case for content, pedagogy, and informal science education,” Int. J. Sci. Educ. 22(7), 755-777 (2000).
E. A. Davis, and M. C. Linn, “Scaffolding students' knowledge integration: prompts for reflection in KIE (Knowledge Integration Environment),” Int. J. Sci. Educ. 22(8), 819-838 (2000).
J. L. Snyder, “An investigation of the knowledge structures of experts, intermediates and novices in physics,” Int. J. Sci. Educ. 22(9), 979-992 (2000).
J. Clement, “Model based learning as a key research area for science education,” Int. J. Sci. Educ. 22(9), 1041-1053 (2000).
M. L. Aiello-Nicosia, and R. M. Sperandeo-Mineo, “Educational reconstruction of physics content to be taught and of pre-service teacher training: a case study,” Int. J. Sci. Educ 22(10), 1085-1098 (2000).
P. Heard, S. A. Divall, and S. D. Johnson, “Can 'ears-on' help hands-on science learning – for girls and boys?,” Int. J. Sci. Educ. 22(11), 1133-1146 (2000).
P. F. W. Preece, and J. H. Baxter, “Scepticism and gullibility: the superstitious and pseudo-scientific beliefs of secondary school students,” Int. J. Sci. Educ. 22(11), 1147-1156 (2000).
T. Stoddart, R. Abrams, E. Gasper, and D. Canaday, “Concept maps as assessment in science inquiry learning – a report of methodology,” Int. J. Sci. Educ. 22(12), 1221-1246 (2000).
Journal of College Science Teaching
Jesuína M. B. Fonseca and Joseph E. Conboy, “Introductory physics for nonphysics majors – a case study,” J. Coll. Sci. Teaching XXX(4), 272 – 277 (2000).
Anton E. Lawson, Cecil M. Lewis Jr., and James P. Birk, “Why do students 'cook' data?” J. Coll. Sci. Teaching XXX(3), 191-198 (2000).
Journal of Computers in Mathematics and Science Teaching
C. J. McRobbie, and G. P. Thomas, “Epistemological and Contextual Issues in the Use of Microcomputer-Based Laboratories in a Year 11 Chemistry Classroom,” Jour. of Comp. and Math in Sci. Teaching, 19(2),137-161 (2000)
Journals of Research in Science Teaching
C. Chin, and D. E. Brown, “Learning in Science: A Comparison of Deep and Surface Approaches,” J. Res. Sci. Teaching 37(2), 109-138 (2000).
A. T. Lumpe, J. J. Haney, and C. M. Czerniak, “Assessing Teachers' Beliefs about Their Science Teaching Context,” J. Res. Sci. Teaching 37(3), 275-292 (2000).
C. Hart, P. Mulhall, A. Berry, J. Loughran, and R. Gunstone, “What is the purpose of this experiment? Or can students learn something from doing experiments?” J. Res. Sci. Teaching 37(7), 655-675 (2000).
D. Penner, “Explaining systems: Investigating middle school students' understanding of emergent phenomena,” J. Res. Sci. Teaching 37(8), 784-806 (2000).
F. Abd-El-Khalick, and N. G. Lederman, “The influence of history of science courses on students' views of nature of science,” J. Res. Sci. Teaching 37(10), 1057-1095 (2000).
V. L. Wilson, C. Ackerman, and C. Malave, “Cross-time attitudes, concept formation, and achievement in college freshman physics,” J. Res. Sci. Teaching 37(10), 1112-1120 (2000).
Y.-J. Kwon, A. E. Lawson, W.-H. Chung, and Y.-S. Kim, “Efect on development of proportional reasoning skill of physical experience and cognitive abilities associated with prefrontal lobe activity,” J. Res. Sci. Teaching 37(10), 1171-1181 (2000).
Journal of Science Education and Technology
Sheila Tobias, “From innovation to change: Forging a physics education reform agenda for the 21st century,” J. Sci. Ed. and Techn. 9(1), 1-5 (2000).
S. A. Barab, K. E. Hay, K. Squire, M. Barnett, R. Schmidt, K. Karrigan, L. Yamagata-Lynch, and C. Johnson, “Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment,” J. Sci. Ed. and Techn. 9(1), 7-25 (2000).
Science Education
K. Hogan, “Exploring a process view of students' knowledge about the nature of science,” Sci. Educ. 84(1), 51-70 (2000).
M. G. Jones, “Gender differences in students' experiences, interests, and attitudes toward science and scientists,” Sci. Educ. 84(2), 180-192 (2000).
D. Tomanek, and K. Cummings, “The use of secondary science classroom teaching assistant experiences to recruit academically talented science majors into teaching,” Sci. Ed. 84(2), 212-227 (2000).
E. F. Mortimer, and A. H. Machado, “Anomalies and conflicts in classroom discourse,” Sci. Educ. 84(4), 429-444 (2000).
S. Yeo, and D. Treagust, “Connecting research in physics education with teacher education,” Sci. Ed. 84(5), 685-687 (2000).
P. Haussler, and L. Hoffmann, “A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self-concept,” Sci. Educ. 84(6), 689-705 (2000).
H.-C. She, and D. Fisher, “The development of a questionnaire to describe science teacher communication in Taiwan and Australia,” Sci. Educ. 84(6), 706-726 (2000).
