Diagnoser References

Below are some of the references used in the design of the facet clusters, DIAGNOSER sets of questions, and suggested lessons and activities.

General Resources on Student Conceptions

Driver, R., Guesne, E., & Tiberghien, A. (1985). Children's ideas in science. Milton Keynes: Open University Press.

Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas. London: Routledge.

McDermott, L. C., and Redish, E. F. (1999). Resource letter on Physics Education Research. American Journal of Physics, 67(9), 755.

Specific References on Student Conceptions

Andersson, B. R., and Kaerrqvist, C. (1983). How Swedish pupils, aged 12-15 years, understand light and its properties. European Journal of Science Education, 5(4), 387-402.

Camp, C., Clement, J., & et. al. (1994). Pre-conceptions in mechanics: Lessons dealing with students' conceptual difficulties. Dubuque: Kendall Hunt.

Caramazza, A., McCloskey, M., & Green, B. (1981). Naive beliefs in "sophisticated" subjects: Misconceptions about trajectories of objects. Cognition, 9(2), 117-123.

Champagne, A. B., Klopfer, L. E., & Anderson, J. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics, 48, 1074-1079.

Clement, J. (1982). Students' preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66-71.

Goldberg, F. M., and McDermott, L. C. (1986). Student difficulties in understanding image formation by a plane mirror. The Physics Teacher, 24(8), 472-480.

Gunstone, R. F., White, R. T. (1981). Understanding of gravity. Science Education, 65, 291-299.

Gunstone, R. F. (1987). Student understanding in mechanics: A large population survey. American Journal of Physics, 55(8), 691-696.

Halloun, J. A., and Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53, 1056-1065.

Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-166.

Maloney, D. P. (1985). Charged poles? Physics Education, 20, 310-316.

McCloskey, M., Caramazza, A., & Green, B. (1980). Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects. Science, 210(5), 1139-1141.

McCloskey, M. (1983a). Intuitive physics. Scientific American, 248(4), 114-122.

McCloskey, M., and Kohl, D. (1983b). Naive physics: The curvilinear impetus principle and its role in interactions with moving objects. Journal of Experimental Psychology, 9, 146-156.

McDermott, L. C., Shaffer, P. S., & Somers, M. D. (1983). Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine. American Journal of Physics, 62(1), 46-55.

Minstrell, J. (1982). Conceptual Development Research in the Natural Setting of the Classroom. In M. B. Rowe (Ed.), Education for the 80's: Science : National Education Association.
Minstrell, J. (1982). Explaining the "at rest" condition of an object. The Physics Teacher, 20, 10-14.

Peters, P. C. (1982). Even honors students have conceptual difficulties with physics. American Journal of Physics, 50, 501-508.

Rice, K., and Feher, E. (1987). Pinholes and images: Children's conceptions of light and vision I. Science Education, 71(4), 629-639.

Trowbridge, D. E., and McDermott, L. C. (1980). Investigation of student understanding of the concept of velocity in one dimension. American Journal of Physics, 48(12), 1020-1028.

Trowbridge, D. E., and McDermott, L. C. (1981). Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49, 242-253.

Whitaker, R. J. (1983). Aristotle is not dead: Student understanding of trajectory motion. American Journal of Physics, 51(4), 352-357.

References for Diagnoser, Facets and the Diagnostic Learning Environment

diSessa, A. A. and Minstrell, J. (1998). Cultivating conceptual change with benchmark lessons. In J. G. Greeno & S. Goldman (Eds.), Thinking practices in mathematics and science learning. Mahwah: Erlbaum Associates

Feldman, A. and Minstrell, J. (2000). Action research as a research methodology for the study of teaching and learning of science. In A. Kelly, Lesh, R. (Ed.), Handbook of Research Design in Mathematics and Science Education . Mahwah: Lawrence Erlbaum Associates.

Hunt, E. (2002) ìThe Diagnoser Project: Assessment in the Service of Learningî PSYCHOLOGY, The Journal of the Hellenic Psychological Society. 9(2): p. 241-251.

Hunt, E. and Minstrell, J. (1994). A collaborative classroom for teaching conceptual physics. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge: MIT Press.

Hunt, E. and Minstrell, J. (1996). Effective instruction in science and mathematics: Psychological principles and social constraints. Issues in Education, 2(2), 123-162.

Hunt, E. and Pelligrino, J. (in press 2001) ìIssues, Examples, and Challenges in Formative Assessmentî. New Directions in Teaching and Learning, Diane Halpern, Editor.

Kraus, P, and Minstrell, J. (2002) Designing Diagnostic Assessments. Proceedings of the 2002 Physics Education Research Confernce. Boise, ID.

Levidow, B., Hunt, E., & McKee, C. (1991). The DIAGNOSER: A HyperCard tool for building theoretically based tutorials. Behavioral research, methods, instruments, and computers, 23(2), 249-252.

Minstrell, J. (1984). Teaching for the Development of Understanding of Ideas: Forces on Moving Objects. In C. Anderson (Ed.), AETS Yearbook: Observing Science Classrooms.

Minstrell, J. (1989). Teaching Science for Understanding. In L. Resnick & L. Klopfer (Eds.), ASCD 1989 Yearbook: Toward the Thinking Curriculum: Current Cognitive Research : ASCD.

Minstrell, J. (1990). A teaching system for diagnosing student' conceptions and prescribing relevant instruction. Paper prepared for a session of the American Educational Research Association titled "Classroom perspectives on conceptual change teaching", Boston.

Minstrell, J. (1992). Facets of students' knowledge and relevant instruction. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 110-128). Kiel: IPN.

Minstrell, J., and Stimpson, V. (Ed.). (1996). A classroom environment for learning: Guiding students' reconstruction of understanding and reasoning. Mahwah: Lawrence Erlbaum Associates.

Minstrell, J. (2000). Student Thinking and Related Assessment: Creating a Facet Assessment-based Learning Environment. In J. Pellegrino, Jones, L., Mitchell, K. (Ed.), Grading the Nation's Report Card: Research from the Evaluation of NAEP . Washington DC: National Academy Press.

Minstrell, J. (2001a). Facets of students' thinking: Designing to cross the gap from research to standards-based practice. In K. Crowley, Schunn, C. D., Okada, T. (Ed.), Designing for Science: Implications for Professional, Instructional, and Everyday Science . Mahwah: Lawrence Erlbaum Associates.

Minstrell, J. (2001b). The role of the teacher in making sense of classroom experiences and effecting better learning. In D. Klahr, Carver, S. (Ed.), Cognition and Instruction: 25 Years of Progress. Mahwah: Lawrence Erlbaum Associates.