Skip to main content

News about Scitation

In December 2016 Scitation will launch with a new design, enhanced navigation and a much improved user experience.

To ensure a smooth transition, from today, we are temporarily stopping new account registration and single article purchases. If you already have an account you can continue to use the site as normal.

For help or more information please visit our FAQs.

banner image
No data available.
Please log in to see this content.
You have no subscription access to this content.
No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.
/content/aapt/journal/ajp/83/8/10.1119/1.4923432
1.
1. A. Lawson, “ The nature and development of hypothetico predictive argumentation with implications for science teaching,” Int. J. Sci. Educ. 25(11), 13871408 (2003).
http://dx.doi.org/10.1080/0950069032000052117
2.
2. E. Etkina and A. Van Heuvelen, “ Investigative science learning environment—A science process approach to learning physics,” in Research-Based Reform of University Physics, Vol. 1, edited by Edward F. Redish and Pat J. Cooney ( AAPT, College Park, MD, 2007), per-central.org/per_reviews/media/volume1/ISLE-2007.pdf
3.
3. M. Poklinek-Cancula, G. Planinsic, and E. Etkina, “ Analyzing patterns in experts' approaches to solving experimental problems,” Am. J. Phys. 83(4), 366374 (2015).
http://dx.doi.org/10.1119/1.4913528
4.
4. E. Etkina, G. Planinsic, and M. Vollmer, “ A simple optics experiment to engage students in scientific inquiry,” Am. J. Phys. 81(11), 815822 (2013).
http://dx.doi.org/10.1119/1.4822176
5.
5.A few sources that discuss this issue are S. Duggan and R. Gott, “ What sort of science education do we really need?,” Int. J. Sci. Educ. 24(7), 661679 (2002);
http://dx.doi.org/10.1080/09500690110110133
5. P. Chin, H. Munby, N. L. Hutchinson, J. Taylor, and F. Clark, “ Where's the science? Understanding the form and function of workplace science,” Reconsider. Sci. Learn. 118134 (2004).
6.
6.NGSS Lead States, Next Generation Science Standards: For States, By States ( National Academies Press, Washington, DC, 2013). Science practices: Asking questions; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; obtaining, evaluating, and communicating information
7.
7.P. Laws, “ Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses,” Am. J. Phys. 65(1), 1421 (1997);
http://dx.doi.org/10.1119/1.18496
7. J. Jackson, L. Dukerich, and D. Hestenes, “ Modeling instruction: An effective model for science education,” Sci. Educ. 17(1), 1017 (2008);
7. F. Goldberg, E. Price, S. Robinson, D. Boyd-Harlow, and M. McKean, “ Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments,” Phys. Rev. ST-PER 8(1), 010121-124 (2012).
http://dx.doi.org/10.1103/PhysRevSTPER.8.010121
8.
8.See, for example, <http://paer.rutgers.edu/pt3 https://sites.google.com/site/scientificabilities/> and E. Etkina, M. Gentile, and A. Van Heuvelen, The Physics Active Learning Guide, 2nd ed. ( Pearson, San Francisco, 2014).
9.
9.Additional information on the disappearance of alcohol activity can be found at <http://paer.rutgers.edu/pt3/experimentindex.php?topicid&=7&cycleid=13/>.
10.
10. E. Etkina, M. Gentile, and A. Van Heuvelen, College Physics ( Pearson, San Francisco, 2014).
11.
11. R. White and R. Gunstone, Probing Understanding ( The Falmer Press, London, 1992), pp. 4465.
12.
12. A. Van Heuvelen and X. Zou, “ Multiple representations of work–energy processes,” Am. J. Phys. 69(2), 184194 (2001).
http://dx.doi.org/10.1119/1.1286662
13.
13. E. Etkina, A. Van Heuvelen, S. White-Brahmia, D. T. Brookes, M. Gentile, S. Murthy, D. Rosengrant, and A. Warren, “ Scientific abilities and their assessment,” Phys. Rev. ST-PER 2(2), 020103-115 (2006).
http://dx.doi.org/10.1103/PhysRevSTPER.2.020103
14.
14.The website of the Rutgers Physics and Astronomy Education Research group dedicated to “Scientific Abilities” is available at <https://sites.google.com/site/scientificabilities/>.
15.
15. J. Zull, The Art of Changing the Brain ( Stylus Publishing, Sterling, VA, 2002).
16.
16. D. Hestenes, M. Wells, and G. Swackhamer, “ Force concept inventory,” Phys. Teach. 30(3), 141158 (1992).
http://dx.doi.org/10.1119/1.2343497
17.
17. D. P. Maloney, T. L. O'Kuma, C. J. Hieggelke, and A. Van Heuvelen, “ Surveying students' conceptual knowledge of electricity and magnetism,” Am. J. Phys. 69(S1), S12S23 (2001).
http://dx.doi.org/10.1119/1.1371296
18.
18. R. R. Hake, “ Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Am. J. Phys. 66(1), 6474 (1998).
http://dx.doi.org/10.1119/1.18809
19.
19. D. Rosengrant, A. Van Heuvelen, and E. Etkina, “ Do students use and understand free-body diagrams?,” Phys. Rev. ST-PER 5(1), 010108-113 (2009).
http://dx.doi.org/10.1103/PhysRevSTPER.5.010108
20.
20. E. Etkina, A. Karelina, and M. Ruibal-Villasenor, “ How long does it take? A study of student acquisition of scientific abilities,” Phys. Rev. ST-PER 4(2), 020108-115 (2008).
http://dx.doi.org/10.1103/PhysRevSTPER.4.020108
21.
21. E. Etkina, A. Karelina, and M. Ruibal Villasenor, “ Studying transfer of scientific reasoning abilities,” in 2006 Physics Education Research Conference, Vol. 883, 2007.
22.
22. E. Etkina, A. Karelina, M. Ruibal-Villasenor, D. Rosengrant, R. Jordan, and C. E. Hmelo-Silver, “ Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories,” J. Learn. Sci. 19(1), 5498 (2010).
http://dx.doi.org/10.1080/10508400903452876
23.
23. D. Brookes, private communication, July 2014.
24.
24. D. B. May and E. Etkina, “ College physics students' epistemological self-reflection and its relationship to conceptual learning,” Am. J. Phys. 70(12), 12491258 (2002).
http://dx.doi.org/10.1119/1.1503377
25.
25. E. Etkina and A. Van Heuvelen, “ Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics,” in Proceedings of the 2001 Physics Education Research Conference. Rochester, NY, 2001, pp. 1721.
26.
26.The Physics Union Mathematics (PUM) modules are available at <http://pum.rutgers.edu/>.
27.
27. E. Etkina, T. Matilsky, and M. Lawrence, “ Pushing to the edge: Rutgers astrophysics institute motivates talented high school students,” J. Res. Sci. Teach. 40(10), 958985 (2003).
http://dx.doi.org/10.1002/tea.10118
28.
28. D. Demaree and Y. Lin, “ Assessing ISLE labs as an enhancement to traditional large-lecture courses at the Ohio State University,” in 2005 Physics Education Research Conference, 2006, vol. 818, pp. 105108;
28. K. Visnjic, C. Sealfon, E. Laffey, and C. Riihimaki, “ ISLE-inspired Pilot Program at Princeton University,” Bull. Am. Phys. Soc. 59 (2014). Abstract ID: BAPS.2014.MAS.H6.2; available at http://meetings.aps.org/link/BAPS.2014.MAS.H6.2.
29.
29. E. Etkina, “ Pedagogical content knowledge and preparation of high school physics teachers,” Phys. Rev. ST-PER 6(2), 020110-126 (2010).
http://dx.doi.org/10.1103/PhysRevSTPER.6.020110
30.
30.The ISLE Physics Network website is available at <http://www.islephysics.net/>.
31.
31. E. Etkina and G. Planinšič, “ Light-emitting diodes: Exploration of underlying physics,” Phys. Teach. 52(4), 212218 (2014).
http://dx.doi.org/10.1119/1.4868933
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/83/8/10.1119/1.4923432
Loading
/content/aapt/journal/ajp/83/8/10.1119/1.4923432
Loading

Data & Media loading...

Loading

Article metrics loading...

/content/aapt/journal/ajp/83/8/10.1119/1.4923432
2015-08-01
2016-12-09

Abstract

This article is a written version of my acceptance speech upon receiving the Millikan Medal at the 2014 Summer AAPT meeting. In the talk I shared an approach to learning and teaching physics that engages students learning introductory physics in the processes that physicists use to construct physics concepts, physical quantities, and equations, as well as to solve problems. This article describes the origins of the method, its characteristic features, research on its implementation, and available resources.

Loading

Full text loading...

/deliver/fulltext/aapt/journal/ajp/83/8/1.4923432.html;jsessionid=uDI5I2PFEebjCrMa3gvDo_Hq.x-aip-live-02?itemId=/content/aapt/journal/ajp/83/8/10.1119/1.4923432&mimeType=html&fmt=ahah&containerItemId=content/aapt/journal/ajp
true
true

Access Key

  • FFree Content
  • OAOpen Access Content
  • SSubscribed Content
  • TFree Trial Content
752b84549af89a08dbdd7fdb8b9568b5 journal.articlezxybnytfddd
/content/realmedia?fmt=ahah&adPositionList=
&advertTargetUrl=//oascentral.aip.org/RealMedia/ads/&sitePageValue=ajp.aapt.org/83/8/10.1119/1.4923432&pageURL=http://scitation.aip.org/content/aapt/journal/ajp/83/8/10.1119/1.4923432'
Top,Right1,Right2,