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Oersted Lecture 2013: How should we think about how our students think?
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Oersted Lecture 2013: How should we think about how our students think? (2014)Oersted Lecture 2013: How should we think…Elements of a cognitive model of physics problem solving: Epistemic games (2007)Elements of a cognitive model…Self-projection and the brain (2006)Self-projection and the brainNew instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006)New instrument for measuring …Tapping Epistemological Resources for Learning Physics (2003)Tapping Epistemological Resou…On the substance of a sophisticated epistemology (2001)On the substance of a sophist…Helping physics students learn how to learn (2001)Helping physics students lear…Student resources for learning introductory physics (2000)Student resources for learnin…Resource Letter: PER-1: Physics Education Research (1999)Resource Letter: PER-1: Physi…What changes in conceptual change? (1998)What changes in conceptual ch…Student expectations in introductory physics (1998)Student expectations in intro…Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula (1998)Assessing student learning of…Implications of cognitive studies for teaching physics (1994)Implications of cognitive stu…Toward an Epistemology of Physics (1993)Toward an Epistemology of Phy…Force concept inventory (1992)Force concept inventorySituated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plu…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007)The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project (2007)Synthesis of discipline-based education research in physics (2014)The Language of Thought (1975)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Women, Fire, and Dangerous Things (1987)How Students Understand Physics Equations (2001)The initial knowledge state of college physics students (1985)Surveying students’ conceptual knowledge of electricity and magnetism (2001)The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores (2002)Factor Analysis: Statistical Methods and Practical Issues (1978)Introduction to Classical and Modern Test Theory (1986)How people learn (2000)Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking (2010)Teaching and physics education research: bridging the gap (2014)Functional imaging of ‘theory of mind’ (2003)People thinking about thinking peopleThe role of the temporo-parietal junction in “theory of mind” (2003)The Social Brain: Neural Basis of Social Knowledge (2008)Meta-analytic evidence for common and distinct neural networks associated with directly experienced pain and empathy for pain (2010)The Nervous System (2012)Toward a second-person neuroscience (2013)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Video Games Have to Teach Us about Learning and Literacy (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)EXPERIMENTAL PSYCHOLOGY (1940)Working Memory (1974)A scaling method for priorities in hierarchical structures (1977)The theory of planned behavior (1991)Peer Instruction: Ten years of experience and results (2001)Where's the evidence that active learning works? (2006)The Flipped Classroom: A Survey of the Research (2020)Mental Models of the Day/Night Cycle (1994)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)
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References

  • 1956The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,773 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1992Force concept inventory3,233 cited
  • 2006Self-projection and the brain2,691 cited
  • 1993Toward an Epistemology of Physics1,358 cited
  • 1998Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula799 cited
  • 2006New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey695 cited
  • 1998What changes in conceptual change?692 cited
  • 1998Student expectations in introductory physics689 cited
  • 1999Resource Letter: PER-1: Physics Education Research659 cited
  • 2000Student resources for learning introductory physics637 cited
  • 2003Tapping Epistemological Resources for Learning Physics450 cited
  • 1994Implications of cognitive studies for teaching physics380 cited
  • 2001Helping physics students learn how to learn356 cited
  • 2007Elements of a cognitive model of physics problem solving: Epistemic games

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346 cited
  • 2001On the substance of a sophisticated epistemology345 cited
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