The rewards and challenges of teaching innovation in university physics: 4 years' reflection

International Journal of Science Education

Volumn 27, Issue 3, 2005, Pages 407-425

  Chang, Wheijen ^a  

^a FENG CHIA UNIVERSITY   (Taiwan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 13244257213     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/0950069042000323728     Document Type: Article

References (38)

1. Beichner, R., Saul, J., Allain, R., Deardorff, D. and Abbott, D. (2000). Introduction to SCALE UP: Students-centered activities for large enrollment university physics. Proceedings of the 2000 Annual meeting of the American Society for Engineering Education; St. Louis, MO, 18-21 June. Washington, D.C.: American Society for Engineering Education.
2. Bell, B. and Gilbert, J. (1996). Teacher Development (London: Falmer Press).
3. Brown, J.S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
4. Bruner, J. (1985). Vygotsky: A historical and conceptual perspective. In J. Wertsch (ed.) Culture, Communication and Cognition: Vygotskian Perspectives (New York: Cambridge University Press), 21-34.
5. Buncick, M.C., Betts, P.G. and Horgan, D.D. (2001). Using demonstrations as a contextual road map: enhancing course continuity and promoting active engagement in introductory college physics. International Journal of Science Education, 23(12), 1237-1255.
6. Chang, W. (2000). Improving teaching and learning of University Physics in Taiwan. Unpublished Doctoral Thesis, University of Waikato, Hamilton.
7. Chang, W. (2002). The impact of constructivist teaching on students' perceptions of teaching and learning. Paper presented at the 2002 National Association for Research in Science Teaching (NARST) Annual International Conference, New Orleans, LA, 7-10 April.
8. Chang, W. and Bell, B. (2002). Making content easier or adding more challenge in year one university physics? Research in Science Education, 32(1), 81-96.
9. Cottle, P. and Hart, G. (1996). Coorperative learning in the tutorials of a large physics class. Research in Science Education, 26(2), 219-231.
10. Crouch, C.H. and Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.
11. Driver, R., Asoko, H., Leach, J., Mortimer, E. and Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
12. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048.
13. Fagen, A., Crouch, C. and Mazur, E. (2002). Peer instruction: Results from a range of classrooms. The Physics Teacher, 40, 206-209.
14. Gautreau, R. and Novemsky, L. (1997). Concepts first - A small group approach to physics learning, American Journal of Physics, 65(5), 418-428.
15. Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66(1), 64-74.
16. Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research, American Journal of Physics, 64(10), 1316-1325.
17. Heller, P. and Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part2: Designing problems and structuring group. American Journal of Physics, 60(7), 637-644.
18. Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22, 1-41.
19. Hestenes, D. and Wells, M. (1992). A mechanics baseline test. The Physics Teacher, 30(3), 159-166.
20. Hestenes, D., Wells, M. and Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-158.
21. Krueger, B., Loughran, J. and Duit, R. (2002). Constructivism. In J. Wallace and W. Louden (eds.) Dilemmas of Science Teaching (New York: RoutledgeFalmer), 191-204.
22. Leach, J. and Scout, P. (2003). Individual and sociocultural views of learning in science education. Science & Education, 12, 91-113.
23. Maclsaac, D. and Falconer, K. (2002). Reforming physics instruction via RTOP. The Physics Teacher, 40(8), 479-485.
24. Maloney, D., O'Kuma, T., Hieggelke, C. and van Heuvelen, A. (2001). Surveying students' conceptual knowledge of electricity and magnetism. Physics Education Research, American Journal of Physics Supplement 69(7), S12-S23
25. Mazur, E. (1996). Peer Instruction: A Users' Manual (Upper Saddle River, NJ, Prentice Hall).
26. Meltzer, D. and Manivannan, K. (2002). Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, 70(6), 639-654.
27. Mills, D., McKittrick, B., Mulhall, P. and Feteris, S. (1999). CUP: cooperative learning that works. Physics Education, 34(1), 11-15.
28. Ministry of Education (2001). Statistical Information of Education of the Republic of China (Taipei: Ministry of Education).
29. O'Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29, 791-820.
30. Posner, G.J., Strike, K.A., Hewson, P.W. and Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
31. Roth, W.-M. (1996). Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709-736.
32. Roth, W.M., McRobbie, C.J., Lucas, K.B. and Boutonne, S. (1997). Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. Journal of Research in Science Teaching, 34(5), 509-533.
33. Salomon, G. and Perkins, D. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1-24.
34. Savinainen, A. and Scott, P. (2002). The Force Concept Inventory: A tool for monitoring student learning. Physics Education, 37(1), 45-52.
35. Sharma, M., Millar, R. and Seth, S. (1999). Workshop tutorials: Accommodating student-centered learning in large first year university physics courses. International Journal of Science Education, 21(8), 839-853.
36. Thacker, B., Kim, E., Trefz, K. and Lea, S.M. (1994). Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses. American Journal of Physics, 62, 627-633.
37. Tobin, K., McRobbie, C. and Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34(5), 491-507.
38. Tsai, C. (2001). A science teacher's reflections and knowledge growth about STS instruction after actual implementation. Science Education 86(1), 23-41.