The ComPADRE Collections

References

Initial Publication Date: January 30, 2009

Beatty, I.D., Gerace, W.J., Leonard, W.J., and Dufresne, R.J., 2006, Designing effective questions for classroom response system teaching. American Journal of Physics, v. 74 (1), p. 31-39.

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., and Krathwohl, D.R., 1956, Taxonomy of educational objectives: Handbook 1: Cognitive domain. Longmans, New York.

Bykerk-Kauffman, A., 1995, Using cooperative learning in college geology classes. Journal of Geological Education, v. 43, p. 309-316. 

Cox, A.J., and Junkin, W.F., III, 2002, Enhanced student learning in the introductory physics laboratory. Physics Education, v. 37 (1), p. 37-44. 

Crouch, C.H., and Mazur, E., 2001, Peer Instruction: Ten years of experience and results. American Journal of Physics, v. 69, p. 970-977. 

Crouch, C.H., J. Watkins, A. P. Fagen, and E. Mazur, Peer instruction: Engaging students one-on-one, all at once: in Research-based reform of University Physics, E.F. Redish, and P.J. Cooney, editors, Volume 1 of Reviews in Physics Education Research, 55p. (citation and description)

Ebert-May, D., Brewer, C., and Allred, S., 1997, Innovation in large lectures - teaching for active learning. Bioscience, v. 47, p. 601-607. 

Felder, R.M. and Spurlin, J.E., 2005, Applications, reliability, and validity of the Index of Learning Styles. International Journal of Engineering Education, v. 21(1), p. 103-112. 

Fleming, N., 1995, I'm different; not dumb: Modes of presentation (V.A.R.K.) in the tertiary classroom: in Zelmer, A., (ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, v. 18, p. 308-313.

Gibbons, A., 1994, A time of trials and tribulations. Science, v. 266, p. 844, 845, and 851. 

Greer, L., and Heaney, P.J., 2004, Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory Earth Science course. Journal of Geoscience Education, v. 52(4), p. 345-352. (citation and description)

Hake, R.R., 1998, Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, v. 66, p. 64-74.

Jones, L.R., Miller, A.G., and Watts, J.F., 2001, Conceptual learning and quantitative problem solving: Friends or Foes? Journal of Cooperation and Collaboration in College Teaching, v. 10 (3), p. 109-116. 

Judson, E., and Sawada, D., 2002, Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, v. 21, p. 167-181. 

Kovac, J., 1999, Student active learning methods in general chemistry. Journal of Chemical Education, v. 76 (1), p. 120-124. 

Landis, C.R., Ellis, A.B., Lisensk, G.C., Lorenz, J.K., Meeker, K., and Wamser, C.C., 2001, Chemistry conceptests: A pathway to interactive classrooms: Prentice Hall, 99p. 

Mazur, E., 1997, Peer instruction: A user's manual: Prentice Hall, 253p. 

Mazur, E., 2009, Farewell, Lecture? Science, v. 323, p. 50-51.

McConnell, D.A., Steer, D.N., and Owens, K.D., 2003, Assessment and active learning strategies for introductory geology courses. Journal of Geoscience Education, v. 51(2), p. 205-216. (citation and description)

McConnell, D.A., Steer, D.N., Owens, K., and Knight, C., 2005, How students think: Implications for learning in introductory geoscience courses. Journal of Geoscience Education, v. 53 (4), p. 462-470. (citation and description)

McConnell, D.A., Steer, D.N., Owens, K.D., Knott, J.R., Van Horn, S., Borowski, W., Dick, J., Foos, A., Malone, M. McGrew, H., Greer, L, and Heaney, P. J. 2006. Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses. Journal of Geoscience Education, v. 54(1), p. 61-68. (citation and description)

Macdonald, R.H. and Korinek, L., 1995, Cooperative-learning activities in large entry-level geology courses. Journal of Geological Education, v. 43, p. 341-345. 

Meltzer, D.E., and Manivannan, K., 2002, Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, v. 70(6), p. 639-654. 

Mestre, J.P., Gerace, W.J., Dufresne, R.J., and Leonard, W.J., 1997, Promoting active learning in large classes using a classroom communication system: in The changing role of physics departments in modern universities - Proceedings of the International Conference on Undergraduate Physics Education, E.F. Redish and J.S. Ridgen, eds., American Institute of Physics, p. 1019-1036. 

Murck, B., 1999, Promoting and evaluating participation in high-enrollment undergraduate courses. Journal of Geoscience Education, v. 47, p. 131-134. (citation and description)

Murray, H., 1983, Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology, v. 75, p. 138-149. 

Piepmeier, E., Jr., 1998, Use of conceptests in a large lecture course to provide active student involvement and peer teaching. American Journal of Pharmaceutical Education, v. 62, Fall, p. 347-351.

Pilzer, S., 2001, Peer instruction in physics and mathematics. Primus, v. 11(2), p. 185-192. 

Rao, S.P., and DiCarlo, S.E., 2000, Peer instruction improves performance on quizzes. Advances in Physiology Education, v. 24(1), p. 51-55. 

Reynolds, S.J., and Peacock, S.M., 1998, Slide observations - Promoting active learning, landscape appreciation, and critical thinking in introductory geology courses. Journal of Geoscience Education, v. 46, p. 421-426. (citation and description)

Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., and Su, T.T., 2009, Why peer discussion improves student performance on in-class concept questions. Science, v. 323, p. 122-124. 

Sokoloff, D.R., and Thornton, R.K., 1997, Using interactive lecture demonstrations to create an active learning environment. The Physics Teacher, v. 35, p. 340-347. 

Sorcinelli, M.D., 1991, Research findings on the seven principles. New Directions for Teaching and Learning, #47, p. 13-25. 

Stokstad, E., 2003, Reintroducing the intro course. Science, v. 293, p. 1608-1610. 

Uno, G.E., 1997, Learning about learning through teaching about inquiry: in Student Active Science: Models of Innovation in College Science Teachings, eds. A.P. McNeal and C. D'Avanzo, p. 189-198, Saunders College Publishing.

Wenk, L., Dufresne, R., Gerace, W., Leonard, W., and Mestre, J., 1997, Technology-assisted active learning in large lectures: in Student Active Science: Models of Innovation in College Science Teachings, eds. A.P. McNeal and C. D'Avanzo, p. 431-451, Saunders College Publishing.

Other Resources
 

Journal of Chemical Education has information on Conceptual Questions (more info) including:

  • Discussion of what they are
  • Several libraries of conceptual questions
  • Suggestions on writing conceptual questions

Journal of Chemical Education's library of ConcepTests (more info) contains:

  • Questions divided by course type
  • Advice on using and writing ConcepTests
  • Links to more ConcepTest resources
  • A video clip of an instructor using ConcepTests
  • View ConceptTest examples

Watch a 2-minute video clip of Eric Mazur the one who developed ConcepTests using and discussing them. 


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