University of Maryland Physics Education Research Group
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At the conference Foundations and Frontiers of Physics
Education Research, held in August 2005, in Bar Harbor, ME, a subgroup of
the conferees met and generated a list of recommended reading in PER. This list
explicitly focused on works generated from within the PER community; the vast
literature of papers coming from education and the behavioral sciences was not
included. (See some of our other reading lists for papers in those areas.)
The team that generated the list included: Saalih Allie; Brad
Ambrose; Eric Brewe; Warren Christensen; Ray Hodges; Rebecca Lindell; Rosemary Russ; MacKenzie
Stetzer; John Thompson; >Michael Wittmann; Karen Wosilait
Papers and Chapters of Books
- "Investigation of student understanding of the concept of velocity in one
dimension," D.E. Trowbridge and L.C. McDermott, Am. J. Phys. 48 ,
1020-1028 (1980).
- "Investigation of student understanding of the concept of acceleration
in one dimension," D.E. Trowbridge and L.C. McDermott, Am. J. Phys. 49 ,
242-253 (1981).
- "Accommodation of a scientific conception: Toward a theory of conceptual
change," G.J. Posner, K.A. Strike, P. W. Hewson, W.A. Gertzog, Sci. Educ. 66 ,
211-227 (1982).
- "Student understanding of the work-energy and impulse-momentum theorems," R.
A. Lawson and L. C. McDermott, Am. J. Phys. 55 , 811 (1987).
- "A view from physics," L.C. McDermott, in Toward a Scientific Practice
of Science Education, edited by M. Gardner, J.G. Greeno, F. Reif,
A.H. Schoenfeld, A. diSessa, and E. Stage (Lawrence Erlbaum Associates,
Hillsdale, NJ, 1990), pp. 3-30.
- "Learning to think like a physicist: A review of research-based
instructional strategies," A. van Heuvelen, Am. J. Phys. 59 ,
891-897 (1991).
- "Modeling Games in the Newtonian World," D. Hestenes, Am. J. Phys. 60, 732-748
(1992).
- "Force Concept Inventory," D. Hestenes, M. Wells, and G. Swackhamer, Phys.
Teach. 30 , 141-158 (1992).
- "Teaching problem solving through cooperative grouping. Part 1:
Group versus individual problem solving," P. Heller, R. Keith, and
S. Anderson, Am. J. Phys. 60 , 637-644 (1992).
- "Teaching problem solving through cooperative grouping. Part 2:
Designing problems and structuring groups," P. Heller, M. Hollabaugh, Am.
J. Phys. 60 , 627-636 (1992).
- "Research as a guide for curriculum development: An example from introductory
electricity. Part I: Investigation of student understanding," L. C. McDermott
and P. S. Shaffer, Am. J. Phys. 60 , 994 (1992); Erratum: Am.
J. Phys. 61 , 81 (1993)
- "Research as a guide for curriculum development: An example from introductory
electricity. Part II: Design of instructional strategies," P. S. Shaffer
and L. C. McDermott, Am. J. Phys. 60 , 1003 (1992).
- "Millikan Lecture 1994: Understanding and teaching important scientific
thought processes," F. Reif, Am. J. Phys. 63 , 17-32 (1995).
- "Using qualitative problem-solving strategies to highlight the role of
conceptual knowledge in solving problems," W.J. Leonard, R.J. Dufresne, and
J.P. Mestre, Am J. Phys. 64 , 1495-1503 (1996).
- "More than misconceptions: Multiple perspectives on student knowledge and
reasoning, and an appropriate role for education research," D. Hammer, Am.
J. Phys. 64 , 1316-1325 (1996).
- "Student expectations in introductory physics," E. F. Redish, J.M. Saul,
and R.N. Steinberg, Am. J. Phys. 66, 212-224 (1998).
- "Do they stay fixed?", G. E. Francis, J. P. Adams, and E. J. Noonan, Phys.
Teach. 36 , 488-490 (1998).
- "Assessing student learning of Newton's laws: The Force and Motion Concept
Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula," R.K.
Thornton and D.R. Sokoloff, Am. J. Phys. 66 , 338-352 (1998).
- "Interactive-engagement versus traditional methods: A six-thousand-student
survey of mechanics test data for introductory physics courses," R.R. Hake, Am.
J. Phys. 66 , 64-74 (1998).
- "First-year physics students' perceptions of the quality of experimental
measurements," S. Allie, A. Buffler, L. Kaunda, B. Campbell, and F. Lubben, Int.
J. Sci. Educ. 20 , 447-459 (1998).
- "Millikan Lecture 1998: Building a science of teaching physics," E.F.
Redish, Am. J. Phys. 67 (7), 562-573 (1999).
- "Computers in teaching science: To simulate or not to simulate?" R.N.
Steinberg, Am. J. Phys. Suppl. 68 , S37-S41 (2000).
- "Oersted Medal Lecture 2001: Physics education research--The key
to student learning," L.C. McDermott, Am. J. Phys. 69 (11),
1127-1137 (2001).
- "Tapping epistemological resources for learning physics," D. Hammer and
A. Elby, J. of Learning Sciences 12 , 53-90 (2003).
- Teaching Physics with the Physics Suite, E.F. Redish (Wiley, 2003),
Chapters 2, 6, and 7.
- From Proceedings of the Varenna Summer School, "Enrico Fermi" Course
CLVI, edited by M. Vicentinni and E.F. Redish (IOS Press, Amsterdam),
July 2003:
- "A theoretical framework for physics education research: Modeling student
thinking," E.F. Redish.
- "Cognitive processes and the learning of physics, Part I: The evolution
of knowledge from a Vygotskian perspective," Otero, V.
- "Cognitive processes and the learning of physics, Part II: Mediated
action," Otero, V.
Resource Letters
- "Resource Letter: PER-1: Physics Education Research," L.C. McDermott and E.F. Redish, Am. J. Phys. 67, 755-767 (1999).
- "Resource Letter: RPS-1: Research in problem solving," L. Hsu, E. Brewe, T.M. Foster, and K.A. Harper, Am. J. Phys. 72 (9), 1147-1156 (2004).
