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Table of Contents
PART I. HOW STUDENTS LEARN SCIENCE
1. Introduction
1.1 The Beginnings of Physics Educational Research
1.2 The First Graduate Programs in Physics Educational Research
1.3 Educational Research in Other Science/Engineering Disciplines
2. Intellectual Development and Psychological Types
2.1 Introduction
2.2 Piaget and the Intellectual Development of Students
2.3 Jung's Theory of Psychological Types and the Meyers-Briggs Indicator
2.4 Vygotsky's Approach
2.5 Learning in the Sciences and Engineering
3. Students Alternative Scientific Conceptions
3.1 Difficulties Facing a Student in a Gateway Course
3.2 A Theory of Conceptual Change
4. Writing to Learn: Reflective Writing
4.1 Scaffolding for Students by Encouraging Self-dialogue
4.2 The Knowledge Telling Model and the Knowledge Transforming Model.
PART II. CHANGING STUDENT'S EPISTEMOLOGIES
5. Getting Students to Examine Their Epistemology
5.1 Developing Critical Thinking
5.2 A New Model
6. Critical Thinking
6.1 Critical Thinking
6.2 Theoretical Science
6.3 The Crucial Experiment
6.4 Twentieth Century Philosophers of Science
6.5 Mary Hesse
6.6 Relation to Conceptual Change
7. Educational Models Based upon Philosophy of Science
7.1 Students Coming into a Gateway Course Do Not Have a Coherent Well Defined Knowledge of the World
7.2 Conceptual Conflict
7.3 Tseitlin and Galili (2005)
8. Changing Student's Epistemologies
8.1 Constructing an Epistemology.
PART III. FINAL THOUGHTS
9. Courses for Non-science Students
9.1 Three Types of Learners
9.2 Course Dossier
9.3 Constellation Courses
10. Computer Assisted Instruction
10.1 Using Computer Assisted Instruction in Science/Engineering Courses
10.2 A Computer Language for Computer Assisted Instruction
10.3 Tutorial on Calculus for the Introductory Mechanics Course
10.4 Using the Calculus Dialogue as a Tool to Investigate the Effects of Correlational Feedback on Learning and to Examine the Interaction of Correctional Feedback with Selected Learner Characteristics
11. Summing Up.
1. Introduction
1.1 The Beginnings of Physics Educational Research
1.2 The First Graduate Programs in Physics Educational Research
1.3 Educational Research in Other Science/Engineering Disciplines
2. Intellectual Development and Psychological Types
2.1 Introduction
2.2 Piaget and the Intellectual Development of Students
2.3 Jung's Theory of Psychological Types and the Meyers-Briggs Indicator
2.4 Vygotsky's Approach
2.5 Learning in the Sciences and Engineering
3. Students Alternative Scientific Conceptions
3.1 Difficulties Facing a Student in a Gateway Course
3.2 A Theory of Conceptual Change
4. Writing to Learn: Reflective Writing
4.1 Scaffolding for Students by Encouraging Self-dialogue
4.2 The Knowledge Telling Model and the Knowledge Transforming Model.
PART II. CHANGING STUDENT'S EPISTEMOLOGIES
5. Getting Students to Examine Their Epistemology
5.1 Developing Critical Thinking
5.2 A New Model
6. Critical Thinking
6.1 Critical Thinking
6.2 Theoretical Science
6.3 The Crucial Experiment
6.4 Twentieth Century Philosophers of Science
6.5 Mary Hesse
6.6 Relation to Conceptual Change
7. Educational Models Based upon Philosophy of Science
7.1 Students Coming into a Gateway Course Do Not Have a Coherent Well Defined Knowledge of the World
7.2 Conceptual Conflict
7.3 Tseitlin and Galili (2005)
8. Changing Student's Epistemologies
8.1 Constructing an Epistemology.
PART III. FINAL THOUGHTS
9. Courses for Non-science Students
9.1 Three Types of Learners
9.2 Course Dossier
9.3 Constellation Courses
10. Computer Assisted Instruction
10.1 Using Computer Assisted Instruction in Science/Engineering Courses
10.2 A Computer Language for Computer Assisted Instruction
10.3 Tutorial on Calculus for the Introductory Mechanics Course
10.4 Using the Calculus Dialogue as a Tool to Investigate the Effects of Correlational Feedback on Learning and to Examine the Interaction of Correctional Feedback with Selected Learner Characteristics
11. Summing Up.