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Robert A. Millikan Award Lecture (July 2001): Can “descriptive” end with “A”?
1.Melba N. Phillips, Jack M. Wilson, John W. Layman, and Reuben E. Alley, “History of the association,” Membership Directory, Am. Assn. Phys. Teachers (1998), pp. 1–22.
2.Third International Math and Science Study—Repeat, http://www.isc.bc.edu.
3.Before It’s Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century, http://www.ed.gov/americacounts/glenn/toc.html.
4.Occupational Outlook Handbook, Bureau of Labor Statistics, http://www.stats.bls.gov/oco/oco1002.htm.
5.Susan Wyckoff, “Changing the culture of undergraduate science teaching,” J. Coll. Sci. Teach. 30 (5), 306–312 (2001).
6.Gordon McIntosh, “Intellectual development and undergraduate research in physics,” J. Coll. Sci. Teach. 30 (6), 412–413 (2001).
7.Andrew Elby, “Helping physics students learn how to learn,” Phys. Educ. Res., Am. J. Phys. Suppl. 69 (7), S54–S64 (2001).
8.See Ref. 7, p. S61.
9.Anton E. Lawson, “What should students learn about the nature of science and how should we teach it?,” J. Coll. Sci. Teach. 28, 401–411 (1999).
10.A systematic approach to identifying learners who memorize rather than constructing their own knowledge is through the use of instruments such as the Maryland Physics Expectations Survey. See Edward F. Redish, Jeffery M. Saul, and Richard N. Steinberg, “Student expectations in introductory physics,” Am. J. Phys. 66 (3), 212–224 (1998).
11.Arnold A. Arons, Teaching Introductory Physics (Wiley, New York, 1997);
11.Andrew Elby, in Ref. 7, D. Hestenes and I. Halloun, “Modeling instruction in mechanics,” Am. J. Phys. 55, 455–462 (1987);
11.Lillian C. McDermott, “What we teach and what is learned—Closing the gap,” Phys. Today 37, 24–29 (1991);
11.E. F. Redish and R. N. Steinberg, “Teaching physics: Figuring out what works,” Phys. Today 52, 24–30 (1999).
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