SEARCH

SEARCH BY CITATION

REFERENCES

  • Arcavi, A. (1994). Symbol sense: Informal sense-making in formal mathematics. For the Learning of Mathematics, 14(3), 2435.
  • Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive science, 5(2), 121152.
  • Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 7–75). Hillsdale, NJ: Erlbaum.
  • Dhillon, A. S. (1998). Individual differences within problem-solving strategies used in physics. Science Education, 82(3), 379405.
  • Dufresne, R. J., Gerace, W. J., Hardiman, P. T., & Mestre, J. P. (1992). Constraining novices to perform expertlike problem analyses: Effects on schema acquisition. Journal of the Learning Sciences, 2(3), 307331.
  • Elby, A., Scherr, R. E., McCaskey, T., Hodges, R., Redish, E. F., Hammer, D., & Bing, T. (2007). Open source tutorials in physics sense making: Suite I. Retrieved October 27, 2011, from http://www.spu.edu/depts/physics/tcp/tadevelopment.asp.
  • Fauconnier, G., & Turner, M. (2003). The way we think: Conceptual blending and the mind's hidden complexities. New York: Basic Books.
  • Gee, J. (1999). An introduction to discourse analysis: Theory and method. New York: Routledge.
  • Giancoli, D. C. (2008). Physics for scientists and engineers with modern physics (4th ed.). London: Prentice Hall.
  • Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262272). New York: Freeman.
  • Heller, J. I., & Reif, F. (1984). Prescribing effective human problem-solving processes: Problem description in physics. Cognition and Instruction, 1(2), 177216.
  • Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping, Part 1: Group versus individual problem solving. American Journal of Physics, 60(7), 627636.
  • Hestenes, D. (2010). Modeling theory for math and science education. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.), Modeling students' mathematical modeling competencies (pp. 1341). New York: Springer.
  • Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141158.
  • Hsu, L., Brewe, E., Foster, T. M., & Harper, K. A. (2004). Resource letter RPS-1: Research in problem solving. American Journal of Physics, 72(9), 11471156.
  • Huffman, D. (1997). Effect of explicit problem solving instruction on high school students' Problem-solving performance and conceptual understanding of physics. Journal of Research in Science Teaching, 34(6), 551570.
  • Izsák, A. (2004). Students' coordination of knowledge when learning to model physical situations. Cognition and Instruction, 22(1), 81128.
  • Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Expert and novice performance in solving physics problems. Science, 208(4450), 13351342.
  • Larkin, J. H., & Reif, F. (1979). Understanding and teaching problem-solving in physics. International Journal of Science Education, 1(2), 191203.
  • Maloney, D. P. (1994). Research on problem solving: Physics. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 327354). New York: MacMillan.
  • Maloney, D. P. (2011). An overview of physics education research on problem solving. In Getting started in PER (1,2). Retrieved October 27, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11457&DocID=2427
  • McDermott, L. C. (1991). Millikan lecture 1990: What we teach and what is learned—Closing the gap. American Journal of Physics, 59(4), 301315.
  • McDermott, L. C., & Redish, E. F. (1999). Resource letter: PER-1: Physics education research. American Journal of Physics, 67(9), 755767.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). London: Sage.
  • Mualem, R., & Eylon, B. S. (2010). Junior high school physics: Using a qualitative strategy for successful problem solving. Journal of Research in Science Teaching, 47(9), 10941115.
  • Redish, E. F., & Hammer, D. (2009). Reinventing college physics for biologists: Explicating an epistemological curriculum. American Journal of Physics, 77(7), 629642.
  • Redish, E. F., & Smith, K. A. (2008). Looking beyond content: Skill development for engineers. Journal of Engineering Education, 97(3), 295307.
  • Reif, F. (2008). Applying cognitive science to education. Cambridge. MA: MIT Press.
  • Reif, F., & Heller, J. I. (1982). Knowledge structure and problem solving in physics. Educational Psychologist, 17(2), 102127.
  • Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334370). New York: MacMillan.
  • Sherin, B. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479541.
  • Sherin, B. (2006). Common sense clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43(6), 535555.
  • Shin, N., Jonassen, D. H., & McGee, S. (2003). Predictors of well-structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40(1), 633.
  • Simon, D. P., & Simon, H. A. (1978). Individual differences in solving physics problems. In R. S. Sigler (Ed.), Children's thinking: What develops? (pp. 325348). Hillsdale, NJ: Erlbaum.
  • Taasoobshirazi, G., & Glynn, S. M. (2009). College students solving chemistry problems: A theoretical model of expertise. Journal of Research in Science Teaching, 46(10), 10701089.
  • Tannen, D. (1993). Framing in discourse. New York: Oxford University Press.
  • Tuminaro, J., & Redish, E. F. (2007). Elements of a cognitive model of physics problem solving: Epistemic games. Physical Review Special Topics—Physics Education Research, 3(2), 020101.
  • Van Heuvelen, A. (1991a). Overview, case study physics. American Journal of Physics, 59(10), 898907.
  • Van Heuvelen, A. (1991b). Learning to think like a physicist: A review of research-based instructional strategies. American Journal of Physics, 59(10), 891897.
  • VanLehn, K., & van de Sande, B. (2009). Acquiring conceptual expertise from modeling: The case of elementary physics. In K. A. Ericsson (Ed.), The development of professional performance: Toward measurement of expert performance and design of optimal learning environments (pp. 356378). Cambridge, England: Cambridge University Press.
  • Walsh, L. N., Howard, R. G., & Bowe, B. (2007). Phenomenographic study of students. Physical Review Special Topics—Physics Education Research, 3(2), 020108.
  • Wertheimer, M. (1959). Productive thinking. New York: Harper & Row.
  • Young, H. D., & Freedman, R. A. (2003). University physics with modern physics with mastering physics (11th ed.). San Francisco: Addison Wesley.