The Implications of Cognitive Studies for Teaching Physics
E.F. Redish 1994 American Journal of Physics. v62(6), p796-803

This article reviews lessons learned from cognitive studies. It suggests that results of cognitive studies provide a framework that is transferable to talking about and understanding how physics students learn. Creating such a framework is important since data indicate that physics teachers fail to make an impact on the way a majority of their students think about the world. The authors assert that the teaching of physics should be treated as a scientific problem that can be approached through detailed experiments that determine what physics students learn and how they respond to teaching.

Subject: Physics:Education Practices, Education
Resource Type: Scientific Resources:Overview/Reference Work, Journal Article
Research on Learning: Cognitive Domain:How information is organized:Mental models