. "4. Teaching and Learing in Advanced Physics Programs." Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools: Report of the Content Panel for Physics. Washington, DC: The National Academies Press, 2002.
The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly to HTML.
Please use the page image
as the authoritative form to ensure accuracy.
Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, Report of the Content Panel for Physics
Edge, R. D. (1987). String and Sticky Tape Experiments. College Park, MD: American Association of Physics Teachers.
Eisenkraft, A. (1999). Active Physics. Armonk, NY: It’s About Time, Inc.
Eylon, B.S., and F. Reif. (1984). Effects of knowledge organization on task performance. Cognition and Instruction, 1, 5-44.
Hake, R. R. (1998). Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66 (1), 64-74.
Halliday, D., R. Resnick, and J. Walker. (2000). Fundamentals of Physics: Volume 1. New York: Wiley.
Halloun, I. (1996). Schematic modeling for meaningful learning of physics. Journal of Research in Science Teaching, 33 (9), 1019-1041.
Halloun, I. (1998). Views about science and physics achievement. The VASS Story. In E. F. Redish, and J. S. Rigden (Eds.), Proceedings of the International Conference on Undergraduate Physics Education (1996). Washington D.C.: American Institute of Physics.
Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 79 (4), 393-413.
Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15 (4), 485-529.
Hestenes, D., M. Wells, and G. Swackhamer. (1992). Force Concept Inventory. The Physics Teacher, 30 (3), 141-158.
Hewitt, P. G. (1999). Conceptual Physics. Menlo Park, CA: Scott Foresman Addison-Wesley.
Hewson, P. W. (1985). Epistemological commitments in the learning of science: Examples from dynamics. European Journal of Science Education, 7 (2), 163-172.
Hoy, R.R. (1993). A ‘model minority’ speaks out on cultural shyness. Science, 262, 1117-1118.
International Baccalaureate Organisation. (1996). International Baccalaureate: Physics. Geneva, Switzerland: Author.
International Baccalaureate Organisation. (1999a). International Baccalaureate: Physics, Higher Level, Examination Papers 1-3. Geneva, Switzerland: Author.
International Baccalaureate Organisation. (1999b). Subject Reports—May 1999. Geneva, Switzerland: Author.