Bibliography for Resources: A Theoretical ... - Semantic Scholar

Bibliography for Resources: A Theoretical Framework for Physics Education Edward F. Redish1 and Ellie Sayre2 Departments of Physics, 1University of Maryland, USA, 2Kansas State University, USA Last updated April 2013. The Resource Framework Many of these papers can be found online at

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https://sites.google.com/site/kipcommunity/new-kip-papers, http://www.citeulike.org/group/10888/library (Perticles) http://terpper.blogspot.com/, http://umaineperl.blogspot.com/,

1989-2000 D. Hammer, “Two approaches to learning physics,” The Physics Teacher, 27, 664-671 (1989). J. Minstrell, “Facets of students' knowledge and relevant instruction,” In: Research in Physics Learning: Theoretical Issues and Empirical Studies, Proceedings of an International Workshop, Bremen, Germany, March 4-8, 1991, edited by R. Duit, F. Goldberg, and H. Niedderer, 110-128 (IPN, Kiel Germany, 1992). A. diSessa, “Toward an Epistemology of Physics,” Cognition and Instruction, 10, 105-225(1993). J.P. Smith III, A. diSessa, & J. Roschelle, “Misconceptions reconceived: A constructivist analysis of knowledge in transition,” Journal of the Learning Sciences, 3(2), 115-163 (1994). D. Hammer, “Epistemological beliefs in introductory physics,” Cognition and Instruction, 12:2, 151-183 (1994). D. Hammer, “More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research,” Am. J. Phys., 64 1316-1325 (1996). D. Hammer, “Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?” Journal of the Learning Sciences, 5, 97-127 (1996). A.A. diSessa and B.L. Sherin, “What changes in conceptual change?” International Journal of Science Education, 20(10), 1155-1191, (1998). E. F. Redish, J. M. Saul, and R. N. Steinberg, “Student Expectations In Introductory Physics,” Am. J. Phys. 66, 212-224 (1998). A. Elby, “Another reason that physics students learn by rote,” Am. J. Phys. PER Suppl. 67(S1), S52-S57 (1999). D. Hammer, “Student resources for learning introductory physics,” Am. J. Phys., PER Suppl., 68(7), S52-S59 (2000). 2001 A. Elby, “Helping physics students learn how to learn,” Am. J. Phys. PER Suppl. 69(S1), S54-S64 (2001). B. L. Sherin, “How students understand physics equations,” Cogn. and Instr., 19(4), 479-541 (2001). Bibliography: Redish & Sayre

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2002 L. Bao, K. Hogg, and D. Zollmann, “Model analysis of fine structures of student models: An example with Newton’s third law,” Am. J. Phys. 70, 766-778 (2002). A. diSessa, “Why “Conceptual Ecology” is a Good Idea,” in Reconsidering Conceptual Change: Issues in Theory and Practice, M. Limon & L. Mason, eds., 28-60 (Springer Verlag, 2002) A. diSessa, A. Elby, & D. Hammer, “J’s epistemological stance and strategies,” in G. Sinatra and Pintrich (Eds.), Intentional conceptual change, 238-290 (Lawrence Erlbaum Associates, 2002). D. Hammer & A. Elby, “On the form of a personal epistemology,” in B. K. Hofer, & P. R. Pintrich (Eds.), Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing, 169-190 (Lawrence Erlbaum, 2002). W. A. Sandoval, “Conceptual and Epistemic Aspects of Students’ Scientific Explanations,” Journal of the Learning Sciences, 12(1), 5–51. doi:10.1207/S15327809JLS1201_2 (2003). M. C. Wittmann, “The Object Coordination Class Applied to Wavepulses: Analysing Student Reasoning in Wave Physics,” Int. J. Sci. Ed., 24(1), 97-118 (2002). 2004 A. diSessa, N. Gillespie, & J. Esterly, “Coherence versus fragmentation in the development of the concept of force,” Cognitive Science, 28, 843-900 (2004). A. diSessa and J. F. Wagner, “What coordination has to say about transfer,” Transfer of Learning: Research and Perspectives, J. Mestre, ed., 121–154 (Information Age Publishing, 2004). T. Dreyfus and P Tsamir, “Ben’s consolidation of knowledge structures about infinite sets,” J. of Mathematical Behavior, 23, 271-300 (2004). D. Hammer, The Variability of Student Reasoning, in Proceedings of the Enrico Fermi Summer School, Course CLVI, E. Redish & M. Vicentini (Eds.), Bologna: Italian Physical Society (2004). Lecture 1: Case studies of children's inquiries Lecture 2: Transitions Lecture 3: Manifold cognitive resources D. Hammer, A. Elby, R. E. Scherr, & E. F. Redish, “Resources, framing, and transfer,” in Transfer of Learning: Research and Perspectives, J. Mestre, ed. (Information Age Publishing, 2004). L. Louca, A. Elby, D. Hammer & T. Kagey, “Epistemological resources: Applying a new epistemological framework to science instruction,” Educational Psychologist, 39(1), 57-68 (2004). T. L. McCaskey, M. H. Dancy & A. Elby, “Effects on assessment caused by splits between belief and understanding,” in Proceedings of the 2003 Physics Education Research Conference, AIP Conf. Proc. 720, 37-40, (AIP, 2004). E. F. Redish, “A Theoretical Framework for Physics Education Research: Modeling student thinking,” in Proceedings of the International School of Physics, “Enrico Fermi” Course CLVI, E. F. Redish and M. Vicentini (eds.) 1-64 (IOS Press, Amsterdam, 2004). [http://arxiv.org/abs/physics/0411149] 2005 N. Finkelstein, “Learning physics in context: a study of student learning about electricity and magnetism,” Intl. J. of Sci. Educ. 27(10), 1187-1209 (2005). L. Lising and A. Elby, “The impact of epistemology on learning: A case study from introductory physics,” Am. J. Phys. 73(4), 372-382 (2005).

Bibliography: Redish & Sayre

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2006 L. Bao and E. F. Redish, “Model analysis: Representing and assessing the dynamics of student learning,” Phys. Rev. ST-PER 2, 010103, 1-16 (2006). D. B. Clark, “Longitudinal Conceptual Change in Students’ Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring,” Cognition & Instruction, 24(4), 467–563 (2006). E. F. Redish, R. E. Scherr, J. Tuminaro, “Reverse-Engineering the Solution of a “Simple” Physics Problem: Why Learning Physics Is Harder Than It Looks,” The Physics Teacher 44, 293–300 (May, 2006). S. A. Rosenberg, D. Hammer & J. Phelan, “Multiple epistemological coherences in an eighth-grade discussion of the rock cycle,” Journal of the Learning Sciences, 15(2), 261-292 (2006). J. F. Wagner, “Transfer in Pieces,” Cognition and Instruction, 24(1), 1–71. doi:10.1207/s1532690xci2401_1 (2006). M. Wittmann, “Using resource graphs to represent conceptual change,” Phys. Rev. ST-PER 2 020105, 1-15 (2006). 2007 T.J. Bing and E. F. Redish, “The Cognitive Blending of Mathematics and Physics Knowledge,” in Proceedings of the Physics Education Research Conference, Syracuse, NY, August 2006, AIP Conf. Proc. 883, 26-29 (2007). K.E. Black and M.C. Wittmann, “Epistemic Games in Integration: Modeling Resource Choice,” AIP Conf. Proc., 951, 53-56 (2007). G. Ozdemir & D. Clark, “An overview of conceptual change theories,” Eurasia Journal of Mathematics, Science, & Technology Education, 3(4), 351-361 (2007). O. Parnafes, “What does "fast" mean? Understanding the physical world through computational representations,” Journal of the Learning Sciences, 16(3), 415-450 (2007). N. S. Podolefsky and N.D. Finkelstein, “Analogical Scaffolding and Learning Abstract Ideas in Physics: empirical studies.” Phys Rev: ST-PER 3, 020104, 16 pgs (2007). M. Sabella and E. F. Redish, “Knowledge organization and activation in physics problem solving,” Am. J. Phys., 75, 1017-1029 (2007). E.C. Sayre, M.C. Wittmann, and J.E. Donovan, “Resource Plasticity: Detailing a Common Chain of Reasoning with Damped Harmonic Motion,” in P. Heron, L. McCullough, J. Marx (Eds.) Physics Education Research Conference Proceedings 2006, AIP Conf. Proc. 883, 85-88 (2007). R. E. Scherr, “Modeling student thinking: An example from special relativity,” Am. J. Phys., 70(3), 272-280 (2007). T. I. Smith and M. C. Wittmann, “Comparing three methods for teaching Newton’s third law,” Phys. Rev. ST Phys. Educ. Res. 3, 020105 (2007). J. Tuminaro and E. F. Redish, “Elements of a Cognitive Model of Physics Problem Solving: Epistemic Games,” Phys. Rev. STPER, 3, 020101 (2007). 2008 F. Arzarello, D. Paola, O. Robutti, & C. Sabena, “Gestures as semiotic resources in the mathematics classroom,” Educational Studies in Mathematics, 70(2), 97–109. doi:10.1007/s10649-008-9163-z (2008). T. J. Bing and E. F. Redish, “Using warrants as a window to epistemic framing,” AIP Conf. Proc. 1064, 7174 (2008). Bibliography: Redish & Sayre

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T.J. Bing and E. F. Redish, “Symbolic manipulators affect mathematical mindsets,” Am. J. Phys., 76, 418424 (2008). D. E. Brown & D. Hammer, “Conceptual change in physics,” in International Handbook of Research on Conceptual Change, S. Vosniadou (Ed.), 127-154, (Routledge, 2008). L. D. Conlin, A. Gupta, R. E. Scherr, & D. Hammer, “The Dynamics of Students' Behaviors and Reasoning during Collaborative Physics Tutorial Sessions,” Proceedings of the Physics Education Research Conference, Greensboro, NC, August 2007, AIP Conf. Proc., 951, 69-72. (2008). W. Frank, S. E. Kanim, & L. S. Gomez, “Accounting for variability in student responses to motion questions,” Physical Review Special Topics - Physics Education Research, 4, 020102 (2008). E. Gire, C. Manogue, C. Henderson, M. Sabella, & L. Hsu, “Resources Students Use to Understand Quantum Mechanical Operators,” AIP Conference Proceedings, 115–118. doi:10.1063/1.3021230 (2008). A. Gupta, E. F. Redish, & D. Hammer, “Coordination of Mathematics and Physical Resources by Physics Graduate Students,” Proceedings of the Physics Education Research Conference, Greensboro, NC, August 2007, AIP Conf. Proc., 951, 104-107 (2008). A. Gupta, D. Hammer & E. F. Redish, “Towards a Dynamic Model of Learners' Ontologies in Physics,” Proceedings of the International Conference for the Learning Sciences, Issue 8 [ISSN: 1814-9316]. (2008) A. Levrini and A. A. diSessa, “How students learn from multiple contexts and definitions: Proper time as a coordination class, Phys. Rev. – ST Phys. Educ. Res. 4, 010107 (2008). D. C. Meredith,, & K. A. Marrongelle, “How students use mathematical resources in an electrostatics context,” Am. J. Phys., 76(6), 570–578. doi:10.1119/1.2839558 (2008). E. F. Redish and K. A. Smith, “Looking Beyond Content: Skill development for engineers,” Journal of Engineering Education 97, 295-307 (July 2008). R. S. Russ, R. E. Scherr, D. Hammer & J. Mikeska, “Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science,” Science Education, 92(3), 499-525 (2008). E. C. Sayre and M. C. Wittmann, “Plasticity of intermediate mechanics students’ coordinate system choice,” Phys. Rev. ST Phys. Educ. Res. 4, 020105 (2008). T. I. Smith and M. C. Wittmann, “Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation,” Phys. Rev. ST Phys. Educ. Res. 4, 020101 (2008). 2009 T.G. Amin, “Conceptual Metaphor Meets Conceptual Change,” Human Development 52, 165–197, doi: 10.1159/000213891 (2009). T. J. Bing and E. F. Redish, “Analyzing Problem Solving Using Math in Physics: Epistemic Framing Via Warrants,” Phys. Rev. – Special Topics in Physics Education Research 5, 020108 (2009). K. Black & M. C. Wittmann, “Procedural Resource Creation in Intermediate Mechanics,” AIP Conf. Proc. 1179, 97–100). doi:10.1063/1.3290980 (2009). E. F. Redish and D. Hammer, “Reinventing College Physics for Biologists: Explicating an Epistemological Curriculum,” Am. J. Phys., 77, 629-642 (2009). R. E. Scherr, “Video analysis for insight and coding: Examples from tutorials in introductory physics,” Phys. Rev. ST Phys. Educ. Res. 5, 020106 (2009).


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R. E. Scherr & D. Hammer, “Student behavior and epistemological framing: Examples from collaborative active-learning activities in physics,” Cognition and Instruction 27(2), 147-174 (2009) 2010 A. Elby, “Coherence vs. fragmentation in student epistemologies: A reply to Smith & Wenk,” Electronic Journal of Science Education. 14(1) (2010). A. Elby & D. Hammer, “Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students’ epistemologies,” in L. D. Bendixon & F. C. Feucht (Eds.), Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice, 409-434 (Cambridge University Press, 2010). A. Gupta, D. Hammer, and E. F. Redish, “The Case for Dynamic Models of Learners' Ontologies in Physics,” J. of the Learning Sciences, 19(3), 285-321 (2010). 1. Slotta Response, JLS 20(1), 151-162 (2011). 2. Hammer, Gupta, Redish Response to Slotta, JLS 20(1), 163-168 (2011) P. Hutchison & D. Hammer, “Attending to student epistemological framing in a science classroom,” Science Education, 94(3), 506-524 (2010). V. R. Lee, “How different variants of orbit diagrams influence students’ explanations of the seasons,” Science Education, 94(6), 985-1007 (2010). D. Pratt & R. Noss, “Designing for mathematical abstraction,” International Journal of Computers for Mathematical Learning, 15(2), 81-97 (2010). E. F. Redish and A. Gupta, “Making Meaning with Math in Physics: A Semantic Analysis,” GIREP Conf. Proc., Leicester, UK, August 20, 2009 (2010) E. F. Redish, “Introducing Students to the Culture of Physics: Explicating elements of the hidden curriculum,” in Proceedings of the Physics Education Research Conference, Portland, OR, July 2010, AIP Conf. Proc. 1289, 49-52 (2010). J. F. Wagner, “A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning,” The Journal of the Learning Sciences, 19(4), 443-479 (2010). 2011 D. B. Clark, C. D’Angelo, & S. Schleigh, “Multinational comparison of students’ knowledge structure coherence,” Journal of the Learning Sciences, 20(20), 207-261 (2011). J. E. Coffey, D. Hammer, D. M. Levin, & T. Grant, “The missing disciplinary substance of formative assessment,” Journal of Research in Science Teaching (2011). A. Gupta & A. Elby, “Beyond epistemological deficits: Dynamic explanations of engineering students' difficulties with mathematical sense-making,” International Journal of Science Education, 33(18), 24632488 (2011). N. Lasry et al., “The puzzling reliability of the Force Concept Inventory,” Am. J. Phys. 79(9), 909-912 (2011). T. Philip, “An Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice,” Cognition and Instruction, 29(3), 297-329 (2011). M. H., Wilkerson-Jerde & U. J. Wilensky, “How do mathematicians learn math?: Resources and acts for constructing and understanding mathematics,” Educational Studies in Mathematics, 21–43. doi:10.1007/s10649-011-9306-5 (2011).


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2012 L. K. Berland & D. Hammer, “Framing for scientific argumentation,” Journal of Research in Science Teaching, 48(1), 68-94 (2012). L. K. Berland & D. Hammer, “Students’ framings and their participation in scientific argumentation,” in M. S. Khine (Ed), Perspectives on Scientific Argumentation: Theory, Practice and Research, 73-93 (Springer, 2012). T. J. Bing and E. F. Redish, “Epistemic complexity and the journeyman-expert transition,” Phys. Rev. ST Phys. Educ. Res., Vol. 8, 010105. doi:10.1103/PhysRevSTPER.8.010105 (2012). Y. Chen, P. W. Irving, & E. C. Sayre, “Epistemic game for answer making in learning about hydrostatics,” Phys. Rev. ST Physics Ed. Research. 9, 010108 (2013) [7 pages] B. Frank & R. Scherr, “Interactional processes for stabilizing conceptual coherences in physics,” Phys. Rev. ST Phys. Educ. Res.,Vol. 8, 020101. DOI: 10.1103/PhysRevSTPER.8.020101 (2012). D. Hammer, F. Goldberg, & S. Fargason, “Responsive teaching and the beginnings of energy in a third grade classroom,” Review of Science, Mathematics and ICT Education, 6(1), 51-72 (2012). S. Kapon & A. diSessa, “Reasoning Through Instructional Analogies,” Cognition and Instruction 30(3), 261310 (2012). S. R. Jones, “Understanding the integral: Students’ symbolic forms,” The Journal of Mathematical Behavior, 32(2), 122–141. doi:10.1016/j.jmathb.2012.12.004 (2013). D. M. Levin, T. Grant, & D. Hammer, “Attending and responding to student thinking in science,” The American Biology Teacher, 74 (3), 158-162 (2012). J. N. Moschkovich, “Resources for Refining Mathematical Conceptions: Case Studies in Learning About Linear Functions,” The Journal of the Learning Sciences, 7(2), 209–237 (2012). O. Parnafes, “Developing Explanations and Developing Understanding: Students Explain the Phases of the Moon Using Visual Representations,” Cognition and Instruction 30(4), 359-403 (2012). R. Russ, V. Lee, & B. Sherin, “Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction,” Science Education, 96(4), 573-599 (2012). B. L. Sherin, M. Krakowski, & V. R. Lee, “Some assembly required: How scientific explanations are constructed during clinical interviews,” Journal of Research in Science Teaching, 49(2), 166–198 (2012). J. Watkins, J. E. Coffey, E. F. Redish, and T. J. Cooke, “Disciplinary Authenticity: Enriching the reform of introductory physics courses for life science students,” Phys. Rev. ST Phys. Educ. Res., Vol. 8, 010112 (Apr 2012). S. Yerdelen-Damar, A. Elby, A. & Eryilmaz, A”pplying beliefs and resources frameworks to the psychometric analyses of an epistemology survey,” Physical Review Special Topics — Physics Education Research, 8(1), 010104 (2012). 2013 D. Hu & N. Sanjay Rebello, “Characterizing student use of differential resources in physics integration problems,” AIP Conf. Proc. 1513, 186–189. doi:10.1063/1.4789683 (2013). P. Irving, M. S. Martinuk, & E. C. Sayre, “Transitions in students’ epistemic framing along two axes,” Phys. Rev. ST Physics Ed. Research 9, 010111 (2013) [11 pages] E. Kuo, M. Hull, A. Gupta, & A. Elby, “How students blend conceptual and formal mathematical reasoning in solving physics problems,” Science Education, 97(1), 32-57 (2013). Bibliography: Redish & Sayre

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O. Ozdemir, “Transfer and conceptual change: the change process from the theoretical perspectives of coordination classes and phenomenological primitives,” Instructional Science 41(1), 81-103 (2013). O. Parnafes & A. diSessa, “Microgenetic Learning Analysis: A Methodology for Studying Knowledge in Transition,” Human Development 56, 5–37 (2013). A. J. Richards & E. Etkina, “Students’ use of resources in understanding solar cells,” AIP Conf. Proc. 1513(1), 330–333. doi:10.1063/1.4789719 (2013). Some Supporting References from Other Literatures A. Baddeley, Human memory: Theory and practice (Revised Edition) (Allyn & Bacon, 1998). F. C. Bartlett, Remembering (Cambridge U. Press, 1932). E. deBono, Water Logic (McQuaig Group, 1993). J. M. Fuster, Memory in the cerebral cortex: An empirical approach to neural networks in the human and nonhuman primate (MIT Press,1999). I. Goffman, Frame Analysis: An essay on the organization of experience (Northeastern U. Press, 1997). D. Hofstadter and the Fluid Analogies Research Group, Fluid Concepts and Creative Analogies: Computer Models of the Fundamental Mechanisms of Thought (Basic Books, 1995). D.E. Rumelhart, “Schemata: The building blocks of cognition,” in International Reading Association Comprehension and Teaching: Research Reviews, J. T. Guthrie, Ed. 3-27 (1981). D. Tannen, What's in a frame? Surface evidence for underlying expectations, in Framing in Discourse, edited by D. Tannen (Oxford University Press, New York, 1993) p. 14. D. Tannen and C. Wallat, Interactive frames and knowledge schemas in interaction: Examples from a medical examination/interview, in Framing in Discourse, edited by D. Tannen (Oxford University Press, New York, 1993) p. 57. E. Thelen & L. B. Smith, A dynamic systems approach to the development of cognition and action (MIT Press, 1994.)


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