2020年春季阅读小组
星期一,下午1 - 2点
Loomis 222
联系人:埃里克·郭(ekuo@illinois.edu)
| 论文 | 领袖 | 日期 |
|---|---|---|
| 巴伦,b (2003)。当智能组失败。学习科学的杂志,12 (3),307 - 359。 | 2/3/2020 | |
| 锤子,d . (1994)。认识论信念在物理学入门。认知和指令,12 (2),151 - 183。 | 2/10/2020 | |
Redish, e . F。扫罗,j . M。,& Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212-224. |
2/17/2020 | |
Marton F。,Runesson, U., Tsui, A.B.M. (2004). The Space of Learning. In F. Marton & A. B. M. Tsui (Eds.), Classroom Discourse and the Space of Learning (pp. 3-40). Lawrence Erlbaum. |
2/24/2020 | |
马德森,。,McKagan, S. B., & Sayre, E. C. (2015). How physics instruction impacts students’ beliefs about learning physics: A meta-analysis of 24 studies. Physical Review Special Topics-Physics Education Research, 11(1), 010115. |
3/2/2020 | |
萨利希,S。,Burkholder, E., Lepage, G. P., Pollock, S., & Wieman, C. (2019). Demographic gaps or preparation gaps?: The large impact of incoming preparation on performance of students in introductory physics.物理评论物理教育研究,15 (2),020114。 |
3/9/2020 | |
没有会议(春假) |
3/16/2020 | |
Goertzen, r . M。Brewe E。,Kramer, L. H., Wells, L., & Jones, D. (2011). Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials.物理评论特别Topics-Physics教育研究,7(2),020105。 |
3/23/2020 | |
| 取消了 | 3/30/2020 | |
利安得,k . M。,& Brown, D. E. (1999). " You understand, but you don't believe it": Tracing the stabilities and instabilities of interaction in a physics classroom through a multidimensional framework.认知和指令,17(1),93 - 135。 |
新木 | 4/6/2020 |
Hyater-Adams, S。,Fracchiolla, C., Williams, T., Finkelstein, N., & Hinko, K. (2019). Deconstructing Black physics identity: Linking individual and social constructs using the critical physics identity framework.物理评论物理教育研究,15(2),020115。 |
玛吉 | 4/13/2020 |
| 王,J。,& Hazari, Z. (2018). Promoting high school students’ physics identity through explicit and implicit recognition.物理评论物理教育研究,14(2),020111。 | 凯蒂 | 4/20/2020 |
Van Dusen B。,& Nissen, J. (2020) Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation. Phys. Rev. Phys. Educ. Res., 16, 010117. |
Morten | 4/27/2020 |
| 冷嘲热讽,a F。,& Scaife, T. M. (2015). Patterns of response times and response choices to science questions: The influence of relative processing time. Cognitive science, 39(3), 496-537. | 埃里克 | 5/4/2020 |
未来的想法
diSessa, A。锤,D。谢林,B。,& Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of mathematical behavior, 10(2), 117-160.
Yackel E。,& Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for research in mathematics education, 458-477.
科布,P。,Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational researcher, 32(1), 9-13.
柯林斯。,Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the learning sciences, 13(1), 15-42.
Ramey k . E。,Champion, D. N., Dyer, E. B., Keifert, D. T., Krist, C., Meyerhoff, P., ... & Hilppö, J. (2016). Qualitative analysis of video data: Standards and heuristics. Singapore: International Society of the Learning Sciences.
锤子,D。,& Berland, L. K. (2014). Confusing claims for data: A critique of common practices for presenting qualitative research on learning. Journal of the Learning Sciences, 23(1), 37-46.
森古普塔,P。,& Wilensky, U. (2009). Learning electricity with NIELS: Thinking with electrons and thinking in levels. International Journal of Computers for Mathematical Learning, 14(1), 21-50.