Interesting Links for Physics Teachers

References to literature about the subject of physics teaching and achievement in many different ways are to be found on the list with reference below.

Edward F. Redish of the University of Maryland writes an article about the practical implications of cognitive studies on teaching physics in introductory courses for bachelor students. The experiences mentioned and the 'implications' are very recognizable and practical also for high school physics teachers. An answer to the question why the lessons we give so seldomly have real impact on the way the pupils understand their world, and what to do about that.
The Implications of Cognitive Studies for Teaching Physics


Scientific References

  1. Anderson, J.R. (2005). Cognitive Psychology and its Implications. Sixth edition. New York: Worth Publishers and W.H. Feeman and Company.
    back

  2. Bell, J.F. (2001). Investigating gender differences in the science performance of 16-year-old pupils in the UK. International Journal of Science Education 23(5), 469-486. doi: 10.1080/09500690120123
    back

  3. Bradburn, N. (2000). Temporal Representation and Event Dating. In A.A. Stone, J. S. Turkan, C.A. Bachrach, J.B. Jobe. H. S. Kurzman, & V.S. Cain (Eds.), The science of self-report (pp. 49-61). Mahwah, N.J; Lawrence Erlbaum Associates.
    back

  4. Brekelmans, M., Wubbels, T. & Creton, H. (1990) A Study of Student Perceptions of Physics Teacher Behavior, Journal of Research in Science Teaching 27 (4), 335-350. doi: 10.1002/tea.3660270405
    back

  5. Carlone, H.B. (2004). The Cultural Production of Science in Reform-based Physics: Girls' Access, Participation, and Resistance. Journal of Research in Science Teaching, 41 (4), 392-414. doi: 10.1002/tea.20006
    back

  6. Chambers, S., & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107 – 123. doi: 10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
    back

  7. Centraal Bureau voor de Statistiek (2009) English: Central Bureau of Statistics. Jaarboek onderwijs in cijfers 2009. English: Annual education in figures 2009. www.cbs.nl.
    back

  8. Cleaves, A. (2005). The Formation of Science Choices in Secundary School. International Journal of Science Education, 27 (4), 471-486. doi: 10.1080/0950069042000323746
    back

  9. Commissie Vernieuwing Natuurkunde (2006) – English: Board for Modernization Physics. Natuurkunde Leeft - English: Physics is alive. http://www.nieuwenatuurkunde.nl/
    back

  10. Cottaar,A. (2011). Low (linear) effect of the physics teacher on achievement, Journal of Research in Science Teaching, 49 (4), 465-488.
    back

  11. Educational Council of the Netherlands (2009), The state of Affairs in Dutch Education 2009. http://www.onderwijsraad.nl/upload/english/publications/samenvatting-en-de-stand-van-educatief-nederland-2009.pdf
    back

  12. Eijkelhof, H.M.C. (1998). Natuurkunde Leren Waarderen. English: Learning to Appreciate Physics). Faculty of (Astro)physics at the University of Utrecht (inaugural lecture). May 1998.
    back

  13. Field, A. (2009). Discovering Statistics Using SPSS. Third Edition. London: Sage Publications Ltd.
    back

  14. FICSS (2003) - Factors Influencing College Science Success. Survey of Students in Introductory College Phyiscs, Harvard-Smithsonian Center for Astrophysics.
    back

  15. Geelan, D.R., Wildy, H., Louden,W. & Wallace, J. (2004), Teaching for understanding and/or teaching for the examination in high school physics. International Journal on Science Education, 26 (4), 447-462. doi: 10.1080/0950069032000097398
    back

  16. Gillibrand, E., Robinson, P., Brawn, R. & Osborn, A. (1999). Girls' Participation in Physics in Single Sex Classes in Mixed Schools in Relation to Confidence and Achievement. International Journal of Science Education, 21 (4), 349-362. doi: 10.1080/095006999290589
    back

  17. Gungor, A.A., Eryılmaz, A. & Fakıoglu, T. (2007). The Relationship of Freshmen's Physics Achievement and Their Related Affective Characteristics. Journal of Research in Science Teaching, 44 (8), 1036-1056. doi: 10.1002/tea.20200
    back

  18. Hänze, M. & Berger, R. (2007). Cooperative Learning, Motivational Effects, and Student Characteristics: An Experimental Study Comparing Cooperative Learning and Directs Instruction in 12th Grade Physics Classes. Learning and Instruction, 17(1), 29-41.
    back

  19. Hattie, J. (2003). Teachers Make a Difference, What is the Research Evidence? University of Auckland, Australian Council for Educational Research, October 2003.
    back

  20. Hazari, Z., Tai, R.H. & Sadler, P.M. (2007). Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affective Factors. Science Education, 91 (6), 847-1037. doi: 10.1002/sce.20223
    back

  21. Jackson, C. (2002). ‘Laddishness’ as a self-worth protection strategy. Gender & Education, 14(1), 37 – 51. doi: 10.1080/09540250120098870
    back

  22. Johnson, R.B., Onwuegbuzie, A.J. (2004) Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33, 14-26.
    back

  23. Lawrenz, F. Wood, N.B., Kirchhoff, A., Kim, N.K. & Eisenkraft, A. (2009). Variables Affecting Physics Achievement. Journal of Research in Science Teaching, 46 (9), 961-976. doi: 10.1002/tea.20292
    back

  24. Jones, G., Howe, A., & Rua, M. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180 – 192. doi: 10.1002/(SICI)1098-237X(200003)84:2<180::AID-SCE3>3.0.CO;2-X
    back

  25. Marsh, H.W., Hau, K.-T., & Kong, C.-K. (2002). Multilevel causal ordering of academic self-concept and achievement. American Educational Research Journal, 39, 727–763. doi: 10.3102/00028312039003727
    back

  26. Meelissen, M.R.M. & Drent, M. (2008). TIMSS-2007 Nederland: Trends in Leerprestaties in de Exacte Vakken in het Basisonderwijs. English: TIMSS-2007 the Netherlands: Trends in Math and Science Performance in Primary Education. http://doc.utwente.nl/60205/1/TIMSS-2007.pdf
    back

  27. Meelissen, M.R.M. & Drent, M. (2009). Nederland in TIMSS Advanced.: Leerprestaties van 6 vwo-leerlingen in Wiskunde B en Natuurkunde. English: The Netherlands in TIMSS Advanced: Performance of 12-grade pre-academic high school pupils in Math and Physics. http://purl.org/utwente/68672
    back

  28. Menon, G., &Yorkton, E.A. (2000). The use of mermory and contextual cues in the formation of behavioral frequency judgments. In A.A. Stone, J. S. Turkan, C.A. Bachrach, J.B. Jobe. H. S. Kurzman, & V.S. Cain (Eds.), The science of self-report (pp. 63-79). Mahwah, N.J; Lawrence Erlbaum Associates.
    back

  29. Pintrich, P.R., Marx, R.W., Boyle, R.A. (1993), Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change. Review of Educational Research, 63(2), 167-199.
    back

  30. PRiSE (2007) - Persistence Research in Science & Engineering. Survey of Students in Introductory College English, Harvard-Smithsonian Center for Astrophysics.
    back

  31. Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R. & Carlstrom, A. (2004), Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130 (2), 261-288. doi: 10.1037/0033-2909.130.2.261
    back

  32. Sadler, P.M. & Tai, H.T. (2001). Success in introductory college physics: The role of high school preparation. Science Education, 85 (2), 111-136. doi: 10.1002/1098-237X(200103)85:2<111::AID-SCE20>3.0.CO;2-O
    back

  33. Schwartz, M.S., Hazari, Z. & Sadler, P.M. (2008). Divergent Views: Teacher and Professor Perceptions about Pre-College Factors that Influence College Science Success. Science Educator, Spring Issue.
    back

  34. Shim, S. H. (2008), A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education, 24, 515-535 doi:10.1016/j.tate.2007.09.014
    back

  35. Simons, P.R.J.(2005), Zelfstandig kunnen leren. WRR rapport. Universiteit van Brabant. http://igitur-archive.library.uu.nl/ivlos/2005-0622-190926/5838.pdf
    back

  36. Stamovlasis, D., Dimos, A., Tsaparlis, A. (2006), A Study of Group Interaction Processes in Learning Lower Secondary Physics, Journal of Research in Science Teaching, 43 (6), 556-576. DOI: 10.1002/tea.20134
    back

  37. Taconis, R. & Holleman, W. (1998), Van VWO naar WO: aansluitprocessen en -problemen in de propedeuse - eindverslag van het project Aansluiting VWO-WO, Mededeling nr. 59 van het IVLOS.
    back

  38. Tai, R.H., Sadler, P.M. (2001). Gender Differences in Introductory Undergraduate Physics Performance: University Physics versus College Physics in the USA. International Journal of Science Education, 23 (10), 1017-1037. doi: 10.1080/09500690010025067
    back

  39. Trochim, W. M. The Research Methods Knowledge Base, 2nd Edition. http://www.socialresearchmethods.net/kb/(version current as of October 20, 2006)
    back

  40. Tweede Fase Adviespunt (2005). Zeven jaar tweede fase, een balans; evaluatie van de tweede fase.
    back

  41. Wolfe, K.R., (2004), Psychological Projection, http://www.karlwolfe.com/psychological-projection.htm
    back

  42. Zohar, A. & Sela, D. (2003). Her Physics, His Phyiscs: Gender Issues in Israeli Advanced Placement Physics Classes. International Journal of Science Education, 25 (2), 245-268. doi: 10.1080/09500690210126766
    back