Publications

The following publications, by one or more of the founders of FACET Innovations, are in order by most recent. 

This list was last updated Aug. 2011.

Scalise, D., Madhyastha, T., Minstrell, J., & Mark Wilson. (2010). Improving assessment evidence in e-learning products: some solutions for reliability. International Journal of Learning Technology, 5(2), 191-208.

Minstrell, J., Anderson, R., Kraus, P., & Minstrell, J.E. (2008). Bridging from practice to research and back: tools to support formative assessment. In J. Coffey, R. Douglas and C. Sterns (Eds.), Science Assessment: Research and Practical Approaches: NSTA Press.

Minstrell, J., and Kraus, P. (2007). Applied Research on Implementing Diagnostic Instructional Tools: National Science Foundation.

Minstrell, J., Kraus, P., & Madhyastha, T. (2007b). Facets and Facet Clusters and A Theoretical Backdrop for Designing Assessment Items. Paper presented at the National Council on Measurement in Education, Chicago, Illinois.

Minstrell, J., and Kraus, P. (2005). Guided Inquiry in the Science Classroom. In M. S. Donovan and J. D. Bransford (Eds.), How Students Learn: History, Mathematics, and Science in the Classroom. Washington DC: National Academies Press.

Hunt, E. and Minstrell, J. (2004). The DIAGNOSER Project: Formative Assessment in the Service of Learning. Paper presented at the International Association for Educational Assessment, Philadelphia.

Minstrell, J. and Anderson, R. (2003a). Comments from the Point of View of Teachers. Issues in Education, 8(2), 189-194.

Minstrell, J. (2003b) Helping teachers attend to student thinking.

Minstrell, J., and Kraus, P. (2002). Designing Diagnostic Assessments. Paper presented at the Physics Education Research Conference, Boise, ID.

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

Minstrell, J., & van Zee, E. H. (2003b). Using Questioning to Assess and Foster Student Thinking. In J. M. Atkin & J. E. Coffey, Everyday Assessment in the Science Classroom. National Science Teachers Association Press.

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

Minstrell, J., and Kraus, P. (2001). The Teaching and Learning of Physics. In J. Brophy (Ed.), Subject-specific instructional methods and activities (Vol. 8, pp. 215-238). Oxford: Elsevier Science.

Feldman 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.

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

Minstrell, J. (2000b). Implications for Teaching and Learning Inquiry:  A Summary. In J. Minstrell, van Zee, E. (Ed.), Inquiring into Inquiry Learning and Teaching in Science. Washington: American Association for the Advancement of Science.

Minstrell, J. and van Zee E. (Eds.). (2000c). Inquiring into Inquiry Learning and Teaching in Science. Washington DC: American Association for the Advancement of Science.

Minstrell, J. (1999). Expertise in Teaching. In R. J. Sternberg & J. A. Horvath, Tacit knowledge in professional practice: researcher and practitioner perspectives (pp. 215-230). Psychology Press.

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

Kraus, P. A. (1997a). Promoting Active Learning in Lecture-Based Courses: Demonstrations, Tutorials, and Interactive Tutorial Lectures. Unpublished Doctor of Philosophy, University of Washington, Seattle. 

Minstrell, J. and van Zee, E. (1997b). Using Questioning to Guide Student Thinking. Journal of the Learning Sciences, 2(6), 227-268.

Minstrell, J. and van Zee, E. (1997c). Developing Shared Understanding in a Physics Classroom. International Journal of Science Education, 19(2).

Minstrell, J. and van Zee, E. (1997d). Reflective discourse: Developing shared understandings in a physics classroom. International Journal of Science Education, 19(2), 209-228.

Minstrell, J. and van Zee, E. (1997e). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6(2), 227-269.

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

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. and Stimpson, V. (1995). A classroom environment for learning: Guiding students' reconstruction of understanding and reasoning. In R. Glaser, Schauble, L. (Ed.), The contributions of instructional innovation to understanding learning. Boulder, CO: Paper presented at the Conference on Curriculum and Assessment Reform in Education.

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.

DiSessa, A. and Minstrell, J. (1993). Cultivating conceptual change with benchmark lessons. In J. G. Greeno (Ed.), Thinking Practices.

Minstrell, J. and Matteson, R. (1993). Adopting a different view of learners: Effects on curriculum, teachers, and students: Unpublished video.

Minstrell, J. and van Zee, E. (1993). Reflective discourse: developing shared understanding in a physics classroom. Paper submitted to the International Journal of Science Education, 1-34.

Minstrell, J., & diSessa, A. A. (1993). Explaining falling bodies. Unpublished manuscript, University of Washington, Seattle.

Minstrell, J. (1992a). Constructing understanding form knowledge in pieces: A practical view from the classroom. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 20–24, 1992.

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

Minstrell, J. (1992c). Facets of students' knowledge: A practical view from the classroom. Paper presented at the Theoretical and instructional implications of various students' conceptions in science.

Minstrell, J., Stimpson, V., Hunt, E. (1992d). Instructional design and tools to assist teachers in addressing students' understanding and reasoning. Paper presented at the annual meeting of the American Educational Research Association. San Francisco.

van Zee, E., Corey, V., Minstrell, J., Simpson, D., and Stimpson, V. (1992a). Student questioning during a cognitive approach to physics instruction. Paper presented at the annual meeting of the National Association for Research on Science Teaching, Boston, Massachusetts, 1-32.

van Zee, E. H., Corey, V., Minstrell, J., Simpson, D., & Virginia Stimpson. (1992b). Reflective Discourse: Talking Together about Physics. Paper presented at the 1992 annual meeting of the American Educational Association, San Francisco.

van Zee, E. H., & Minstrell, J. (1991a). Student and Teacher Questioning during Physics Instruction that Emphasizes Cognitive Development. Submitted to The Physics Teacher.

van Zee, E. H., & Minstrell, J. (1991b). Using Questioning to Guide Student Thinking. Paper presented at the American Educational Research Association, Chicago.

van Zee, E. H., & Minstrell, J. (1991, June). Conducting Reflective Discourse in Physics Classroom. Paper presented at the American Association of Physics Teachers summer meeting, Vancouver, British Columbia.

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.

van Zee, E. H., & Minstrell, J. (1990, July 13). Questioning Processes during Physics Instruction that Emphasizes Cognitive Development. Paper presented at the International Congress on Cognitive Education, Mons, Belgium.

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

Minstrell, J. (1988). Teachers' assistants: What could technology make feasible? In R. S. Nickerson and P. P. Zodhiates (Eds.), Technology in education: Looking toward 2020. Hillsdale: Lawrence Erlbaum Associates.

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. (1983). Getting the facts straight. The Science Teacher, 50(1), 52-54.

Minstrell, J. and Smith, C. (1983). Alternative conceptions and a strategy for change. Science and Children, 21(3), 31-33.

Minstrell, J. (1982a). Explaining the "at rest" condition of an object. The Physics Teacher, 20, 10-14.

Minstrell, J. (1982b). 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. (1978). An Evaluation of the University of Washington Program in Physical Sciences and Science Teaching for Elementary School Teachers. Unpublished Dissertation, University of Washington, Seattle.