Conceptual astronomy. II. Replicating conceptual gains, probing attitude changes across three semesters

American Journal of Physics

Volumn 67, Issue 10, 1999, Pages 923-927

  Zeilik, Michael ^a   Schau, Candace ^a   Mattern, Nancy ^a  

^a UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033415229     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.19151     Document Type: Article

References (25)

1. E. F. Redish and R. N. Steinberg, "Teaching Physics: Figuring out what works," Phys. Today 52 (1), 24-30 (1999) is an excellent summary and includes key references.
2. L. C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59, 301-315 (1991).
3. B. S. Ambrose, P. S. Shaffer, R. N. Steinberg, and L. C. McDermott, "An investigation of student understanding of single-slit diffraction and double-slit interference," Am. J. Phys. 67, 146-155 (1999) is a good example of one such study conducted by the Physics Education Group at the University of Washington; it contains extensive references.
4. L. C. McDermott and E. F. Redish, "Resource Letter PER-1: Physics Education Research," Am. J. Phys. (to be published).
5. E. F. Redish, "The implications of cognitive studies for teaching physics," Am. J. Phys. 62, 796-803 (1994) for a discipline-specific view; and J. T. Bruer, Schools for Thought (MIT, Cambridge, 1993).
6. E. F. Redish, "The implications of cognitive studies for teaching physics," Am. J. Phys. 62, 796-803 (1994) for a discipline-specific view; more generally, S. Farnham-Diggory, Cognitive Processes in Education (HarperCollins, New York, 1992), 2nd ed., more generally, S. Farnham-Diggory, Cognitive Processes in Education (HarperCollins, New York, 1992), 2nd ed., and J. T. Bruer, Schools for Thought (MIT, Cambridge, 1993).
7. E. F. Redish, "The implications of cognitive studies for teaching physics," Am. J. Phys. 62, 796-803 (1994) for a discipline-specific view; more generally, S. Farnham-Diggory, Cognitive Processes in Education (HarperCollins, New York, 1992), 2nd ed., and J. T. Bruer, Schools for Thought (MIT, Cambridge, 1993).
8. I. Halloun and D. Hestenes, "The initial knowledge state of college physics students," Am. J. Phys. 53, 1043-1055 (1985); "Common sense concepts about motion," 53, 1056-1065 (1985).
9. I. Halloun and D. Hestenes, "The initial knowledge state of college physics students," Am. J. Phys. 53, 1043-1055 (1985); "Common sense concepts about motion," 53, 1056-1065 (1985).
10. D. Hestenes, M. Wells, and G. Swackhamer, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992). A revised version by I. Halloun, R. R. Hake, E. P. Mosca, and D. Hestenes is found in Peer Instruction: A User's Guide by E. Mazur (Prentice-Hall, Englewood Cliffs, NJ, 1997).
11. D. Hestenes, M. Wells, and G. Swackhamer, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992). A revised version by I. Halloun, R. R. Hake, E. P. Mosca, and D. Hestenes is found in Peer Instruction: A User's Guide by E. Mazur (Prentice-Hall, Englewood Cliffs, NJ, 1997).
12. D. Hestenes and M. Wells, "A mechanics baseline test," Phys. Teach. 30, 159-166 (1992).
13. R. R. Hake, "Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (1998).
14. M. Zeilik, C. Schau, N. Mattern, S. Hall, K. W. Teague, and W. Bisard, "Conceptual astronomy: A novel model for teaching postsecondary science," Am. J. Phys. 65, 987-996 (1997).
15. C. Schau, N. Mattern, R. W. Weber, K. Minnick, and C. Witt, "Use of fill-in concept maps to assess middle school students' connected understanding of science," paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1997 (unpublished).
16. J. D. Novak and D. B. Gowin, Learning How to Learn (Cambridge U.P., Cambridge, 1984). See also J. D. Novak, "Concept mapping: A useful tool for science education," J. Res. Sci. Teach. 27, 937-949 (1990).
17. J. D. Novak and D. B. Gowin, Learning How to Learn (Cambridge U.P., Cambridge, 1984). See also J. D. Novak, "Concept mapping: A useful tool for science education," J. Res. Sci. Teach. 27, 937-949 (1990).
18. K. M. Edmondson, "Concept mapping for the development of medical curricula," J. Res. Sci. Teach. 32, 777-793 (1995).
19. M. Willerman and R. A. Mac Harg, "The concept map as an advance organizer," J. Res. Sci. Teach. 28, 705-711 (1991).
20. Attitude Survey I was developed in collaboration with T. Kokowsi, College of Education, University of New Mexico.
21. Attitude Survey II was modeled after a survey of students' attitudes toward introductory statistics developed by C. Schau. For more information, see C. Schau, J. Stevens, T. L. Dauphinee, and A. Del Vecchio, "The development and validation of the Survey of Attitudes Toward Statistics," Ed. Psych. Measurement 55, 868-875 (1995).
22. All statistical calculations were carried out with SPSS version 6.1 for the Macintosh.
23. E. F. Redish, J. M. Saul, and R. N. Steinberg, "Student Expectations in Introductory Physics," Am. J. Phys. 66, 212-224 (1998).
24. For an insightful ethnographic analysis of a high school chemistry class, see C. J. Rop, "Student perspectives on success in high school chemistry," J. Res. Sci. Teach. 36, 221-237 (1999).
25. P. M. Sadler and R. H. Tai, "The Role of High-School Physics in Preparing Students for College Physics," Phys. Teach. 35, 282-285 (1997).