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Go to previous page Creating a New Physics Education Learning Environment Go to next page

Endnotes


  1. His "predict-observe-explain" terminology is based on the work of Priscilla Laws, Ron Thornton, and David Sokoloff. "Predict-observe'explain" curriculum resources developed by these three physics faculty are available at http://vernier.com/cmat/tst.html, and http://vernier.com/cmat/rtp.html. See also Thornton and Sokoloff (1998), and Sokoloff (1996).

  2. Of note in this regard, J. L. Frand (2000) highlights a number of characteristics of "information age" students, including a tendency that he calls "Nintendo over logic": a Nintendo player is more likely to win by constantly losing, using trial and error to discover the hidden doors, than by using analysis that involves thinking through consequences ahead of time.

  3. Frand (2000) focuses on the characteristics of students who grow up taking computers for granted.

  4. Research conducted by Elaine Seymour on why students leave SMET undergraduate majors indicates that becoming "turned off" to these disciplines is one of the primary problems SMET faculty face in retaining students. See Seymour and Hewitt (1997), and Seymour (1995).

  5. The concept of "deep learning," developed by Swedish (Marton & SŠljš, 1976) and English (Entwhistle & Ramsden, 1983) researchers, entails higher-level cognitive skills and deeper and more meaningful engagement with a discipline.

  6. For more on the MBL Interactive Lecture Demonstrations, see http://vernier.com/cmat/ild.html.

  7. Innovator and early adopter are terms used in the classic work by Everett M. Rogers, Diffusion of Innovation (1995). However, we instead use the terms innovators and early adapters, which are consistent with current research on diffusion of innovation among faculty (Foertsch, Millar, Squire, & Gunter, 1997; Hutchinson & Huberman, 1993; Light, 1998; Kozma, 1985; Millar, 1995). Other terms that have been suggested recently are "pioneers" and "second wave" faculty (Hagner 2000).

  8. Frand (2000) has dubbed this practice "consumer/creator blurring." In the commercial world, this practice is used by software vendors when they "release a product that is known to be 'buggy' and have the users 'de-bug' it (by calling it a beta-test version)."

  9. See Hestenes, Wells, and Swackhamer (1992).

  10. See Thornton and Sokoloff (1998); also Sokoloff, Laws, and Thornton (1999).

  11. Author's note: Based on our observations, Curt does not lecture but rather uses activities such as Ranking Tasks, guided discussion, and other inquiry-based methods to introduce students to new content. Maggie's remark about "lecture" reminds us of comments we've heard students make in many other courses that make heavy use of inquiry-based methods: students tend not to "recognize" new material when it is introduced in these other ways because they are so accustomed to having it introduced only through lecture.

  12. PKAL (Project Kaleidoscope) is "an informal alliance working to strengthen undergraduate learning in mathematics, engineering, and the various fields of science." See http://www.pkal.org.

  13. See Maloney, O'Kuma, Hieggelke, and Van Heuvelen (2000); Hieggelke and O'Kuma (1997); Maloney, O'Kuma, Van Heuvelen, and Hieggelke (1997); O'Kuma, Maloney, Van Heuvelen, and Hieggelke (1998).


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