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Papers which have been published or accepted for publication
The Effect Of Distracters On Student Performance On The Force Concept Inventory American Journal of Physics 72, 116-125 (2004)
Students' Models of Newton's Second Law in Mechanics and Electromagnetism European Journal of Physics 25, 81-89 (2004)
The Vocabulary of Introductory Physics and Its Implications for Learning Physics The Physics Teacher 41, 41-46 (2003)
Model Analysis of Fine Structures of Student Models: An Example with Newton's Third Law American Journal of Physics 70, 766-778 (2002)
"Using PHP For Interactive Web Pages," Journal of Online Mathematics and its Applications, Vol. 2 (June 2002).
Papers presented at national meetings
Eliciting and Representing Hybrid Mental Models (NARST 2005)
A Framework for Student Reasoning in an Interview (PERC 2004)
Implications of a Framework for Student Reasoning in an Interview (PERC 2004)
Students' Mental Models of Sound Propagation: Implications for a Theory of Conceptual Change (PERC 2003)
Students’ mental models of Newton’s second law: mechanics to electromagnetism (NARST 2003)
A summary of students’ mental models and their applications in contexts pertaining to Newton’s II law (PERC 2002)
Immediate Informative Feedback Using a New Homework System (PERC 2002)
Identifying students' models of sound propagation (PERC 2002)
Context Map: A Method to Represent The Interactions Between Students’ Learning and Multiple Context Factors (PERC 2002)
Immediate Informative Feedback Using a New Homework System (PERC 2002)
Graduate and undergraduate students’ views on learning and teaching physics (PERC 2001)
Presentations at national meetings (PDF versions of PowerPoint)
Mental Models of Energy: Mechanics Contexts (AAPT Winter 2003)
Ordering Effects in Multiple choice Exams and Interviews (AAPT Winter 2003)
Papers which have been submitted to a refereed journal:
Working papers in draft form:
Mathematical Features of Concentration Analysis
Explicit and Implicit States of Model Mixing in Conceptual Development
The Vocabulary of Introductory Physics and Its Implications for Learning Physics
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This project is supported by the National Science Foundation under Grant Number 0087788 |