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480 :~ References Chabay, R.W., & Sherwood, B.A. (1999). Electric and magnetic interactions. New York: Wiley. Chabay, R. W., & Sherwood, B.A. (2002). Matter and interactions, volume2: Electric and Magnetic Interactions. New York: Wiley. Champagne, A. B., Gunstone, R. F., & Klopfer, L. E. (1985). Instructional conse- quences of students' knowledge about physical phenomena. In L.H.T. West and A.L. Pines (Eds.), Cognitive structure and conceptualchange. New York: Academic Press. Clement, J. (1982). Student preconceptions in introductory mechanics. American Journal of Physics, 50(1), 6~71. Coleman, L. A., Holcomb, D.F., & RigUen, J.S. (1998). The introductory university physics project 1987-1995: What has it accomplished? American Journal of Phys- ics, 66, 124-137. College Entrance Examination Board. (1994a). 1993 APphysicsB: Free-responsescor- ing guide with multiple-choice section. New York: Author. College Entrance Examination Board. (1994b). 1993APphysics C: Free-response scoring guide with m?~ltiple-choice section. New York: Author. College Entrance Examination Board. (1994c). College and university guide to the advanced placement program. New York: Author. College Entrance Examination Board. (1999a). Advanced placement course descrip- tion, physics, 2000, 2001. New York: Author. College Entrance Examination Board. (1999b). Released exams: 1998 UP physics B andthysics C. New York: Author. College Entrance Examination Board. (2001). Advanced placement course descrip- tion, physics, 2002, 2003. New York: Author. diSessa, A.A. (2000). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press. 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. Eylon, B.S., & Reif, F. (1984). Effects of knowledge organization on task perfor- mance. Cognition and Instruction, 1, 5-44.
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PHYSICS Hake, R.R. (1998). Interactive-engagement vs. traditional methods: A six-thousand- student survey of mechanics test data for introductory physics courses. Ameri- can Journal of Physics, 66 (1), 64-74. Halliday, D., Resnick, R., & Walker, J. (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, end J.S. RigUen (Eds.), Proceedings oftheinternationalconference on undergraduate physics education (1996). Washington DC: American Insti- tute of Physics. Hammer, D. (1995). Epistemological considerations in teaching introductory physics. Science Education, 79(4), 39~413. Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and In- struction, 15(4), 485-529. Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-158. Hewitt, P.G. (1999). Conceptualphysics. Menlo Park, CA: Scott Foresman Addison- Wesley. Hewson, P.W. (1985). Epistemological commitments in the learning of science: Ex- amples from dynamics. European Journal of Science Education, 7(2), 16~172. Hoy, R.R. (1993). A 'model minority' speaks out on cultural shyness. Sconce, 262, 1117-1118. International Baccalaureate Organisation. C1996). International baccalaureate: Pbysics. Geneva, Switzerland: Author. International Baccalaureate Organisation. (1999a). International baccalaureate: Pbysics, bigher level, examination papers 1-3. Geneva, Switzerland: Author. International Baccalaureate Organisation. (1999b). Subject reports May 1999. Geneva, Switzerland: Author. International Baccalaureate Organisation. (2001). LB diploma programmeguide: Pbys- ics, 2001. Geneva, Switzerland: Author. Knight, R.D. (1997). Pbysics: A contemporary perspective. Reading, MA: Addison- Wesley. Kolodny, A. (1991). Colleges must recognize students' cognitive styles and cultural backgrounds. Chronicle of Higher Education, 37(21), A44. Laws, P. (1989). Workshop physics: Replacing lectures with real experience. In E.F. Redish andJ.S. Riley (Eds.), Computers in physics instruction: Proceedings. Read- ing, MA: Addison-Wesley. Laws, P.W. (1991). Calculus-based physics without lectures. Physics Today, 44(12), 24-31. Laws, P.W. (1997). Workshop physics activity guide. New York: Wiley. Laws, P.W. (1999). New approaches to science and mathematics teaching at liberal arts colleges. Dacdalus, 128(1), 217-240. Lichten, W. (2000). Whither advanced placement? Education PolicyAnalysisArchives, 8(29), 1-19. 481
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482 3: CONTENT PANEL REPORT MacIsaac, D. (2000) Communities of on-line physics educators. The Physics Teacher, 38(April), 210-213. Mazur, E. (1997). Peerinstruction, A user's manual. Upper Saddle River, NJ: Prentice Hall. McDermott, L.C. (1991). What we teach and what is learnedóClosing the gap. Ameri- can Journal of Physics, 59(4), 301-315. McDermott, L.C., &Redish, E.F. (1999). Resource letter PER-1: Physics education research. American Journal of Physics, 67, 755-767. McDermott, L.C., & Shaffer, P.S. (2002). Tutorials on introductory physics. Upper Saddle River, NJ: Prentice Hall. McDermott, L.C., Shaffer, P.S., & Somers, M.D. (1994). Research as a guide for teach- ing introductory mechanics: An illustration in the context of the Atwood's ma- chine. American Journal of Physics, 62(1), 46 60. Minstrell, J. (1989) Teaching science for understanding. In L.B. Resnick, and L.E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research COP 129-149). Alexandria, VA: American Society for Curriculum Development. Minstrell, J. (2000). Student thinking and related assessment: Creating a facet-based learning environment. In N.S. Rain, J.W. Pellegrino, M.W. Bertenthal, KJ. Mitchell, and L.R. Jones (Eds.), Grading the nation 's report card: Research from the evalu- ation of NAEP(pp. 44-73). Washington DC: National Academy Press. Moore, T.A. (1998). Six ideas that shaped physics. Boston: WCB/McGraw-Hill. Morrison, P., Morrison, P., & Pine, J. (1996). ZAP!Electrical circuits andfields. Sudbury, MA: Jones & Bartlett. National Center for Education Statistics. (1998). Pursuing excellence: A study of U.S. twelfth-grade mathematics and science achievement in international context (NCES 98049). Washington, DC: US Department of Education. National Council of Teachers of Mathematics. (2002). Principles and standards for school mathematics. Reston, VA: Author. National Research Council. (1996). National science education standards. National Committee on Science Education Standards and Assessment. Coordinating Council for Education. Washington, DC: National Academy Press. National Research Council. (1997a). Improving teacherpreparation and credentialing consistent with the national science education standards: Report of a sympo- sium. Center for Science, Mathematics, and Engineering Education. Washington, DC: National Academy Press. National Research Council. (1997b). Science teaching reconsidered. Committee on Undergraduate Science Education. Division on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Committee on Developments in the Science of Learn- ing. J.D. Bransford, A.L. Brown, and R.R. Cocking (Eds.). Committee on Behav- ioral and Social Sciences and Education. Washington, DC: National Academy Press. Neuschatz, M., & McFarling, M. (1999). Maintaining momentum: High schoolphysics for a new millennium. College Park, MD: American Institute of Physics.
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