Arons, A.B. 1972. "Toward wider public understanding of science," Am.
J. Phys. 41(6): 769-782. See also Hake (2003b).
Arons, A.B. 1974. "Toward wider public understanding of science:
Addendum," Am. J. Phys. 42(2): 157-158.
Belcher, J.W. 2003 "Improving Student Understanding with TEAL" [TEAL
= Technology Enhanced Active Learning], The MIT Faculty Newsletter
XVI(2); online as a 176 kB pdf at
<http://web.mit.edu/jbelcher/www/fnlEditedLinks.pdf>.
Clement, J. 2004. PhysLrnR post of 13 Jan 2004 18:11:18-0600 titled
"Re: The End of Hands-On Science Activities in California's K-8
Classrooms?"; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0401&L=physlrnr&F=&S=&X=12A9F74EBB655B35FC&Y=rrhake@earthlink.net&P=2670>.
One must subscribe to PhysLnrR to access its archives, but it takes
only a few minutes to subscribe by following the simple directions
at<http://listserv.boisestate.edu/archives/physlrnr.html> / "Join or
leave the list (or change settings)" where "/" means "click on." If
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Fuller, R.G., ed. 2002. "A Love of Discovery: Science Education - The
Second Career of Robert Karplus." Kluwer. Contains seminal papers of
Karplus and his colleagues.
Fuller, R.G. 2003. "'Don't Tell Me, I'll Find Out' Robert Karplus - A
Science Education Pioneer," Journal of Science Education and
Technology 12(4): 359-362; currently online at
<http://www.kluweronline.com/issn/1059-0145/contents>: "I think it is
nearly impossible today to find a science curriculum or set of
standards that does not have the words "hands-on" in it somewhere.
Most of them have no idea that Robert Karplus was an important part
of the development of that method of teaching and learning science."
Hake, R.R. 1998a. "Interactive-engagement vs traditional methods: A
six-thousand-student survey of mechanics test data for introductory
physics courses," Am. J. Phys. 66: 64-74; online as ref. 24 at
<http://www.physics.indiana.edu/~hake>. A comparison of the pre- to
post-test average normalized gain <g> for 62 introductory
high-school, college, and university physics courses enrolling a
total 6542 students showed that fourteen "traditional" (T) courses (N
= 2084) which made little or no use of interactive-engagement (IE)
methods achieved an average gain <g>T-ave = 0.23 plus or minus 0.04
(std dev), regardless of the experience, enthusiasm, talents, and
motivation of the lecturers. In sharp contrast, forty-eight courses
(N = 4458) which made substantial use of IE methods achieved an
average gain <g>IE-ave = 0.48 plus or minus 0.14 (std dev), almost
two standard deviations of <g>IE-ave above that of the traditional
courses. Here the average normalized gain <g> is the actual gain
[<%post> - <%pre>] divided by the maximum possible gain [100% -
<%pre>] where the angle brackets indicate the class averages. More
recently,
normalized gain differences between T and IE courses that are
consistent with the work of Hake (1998a,b) have been reported by many other
physics education research groups as referenced in Hake (2002).
Hake, R.R. 1998b. "Interactive-engagement methods in introductory
mechanics courses," online as ref. 25 at
<http://www.physics.indiana.edu/~hake>. Submitted on 6/19/98 to the
Physics Education Research Supplement to AJP (PERS)." In this sadly
unpublished (Physics Education Research has no archival journal!)
crucial companion paper to Hake (1998a): average pre/post
test scores, standard deviations, instructional methods, materials
used, institutions, and instructors for each of the survey courses of
Hake (1998a) are tabulated and referenced. In addition the paper
includes: (a) case histories for the seven IE courses of Hake (1998a)
whose effectiveness as gauged by pre-to-post test gains was close to
those of T courses, (b) advice for implementing IE methods, and (c)
suggestions for further research.
Hake, R.R. 2002. "Lessons from the physics education reform effort,"
Conservation Ecology 5(2): 28; online at
<http://www.consecol.org/vol5/iss2/art28>. Conservation Ecology is a
free "peer-reviewed journal of integrative science and fundamental
policy research" with about 11,000 subscribers in about 108 countries.
Halloun, I. & D. Hestenes. 1985a. "The initial knowledge state of
college physics students." Am. J. Phys. 53:1043-1055; online at
<http://modeling.asu.edu/R&E/Research.html>. Contains the landmark
"Mechanics Diagnostic" test, precursor to the much used "Force
Concept Inventory."
Karplus, R. 1974. "Three Guidelines for Elementary School Science,"
SCIS Newsletter. 20, Lawrence Hall of Science, Spring. In Fuller
(2002) pages 67-69.
Karplus, R. 1977. "Science Teaching and the Development of
Reasoning," Journal of Research in Science Teaching 14(2): 169-175;
currently online at
<http://www.kluweronline.com/issn/1059-0145/contents> as an Appendix
to Fuller (2003). Also in Fuller (2002), pages 70-76.
Karplus, R. 1981. "Response by the Oersted Medalist: Autonomy and
Input," Am. J. Phys. 49(9): 811-814. In Fuller (2002), pages 90-95.
Metzenberg, S. 1998a. Testimony before the U.S. House of
Representatives; online at Mathematically Correct
<http://www.mathematicallycorrect.com/>,
scroll down to and click on "Science Corner" under "Site Index" and
then click on: "Stan Metzenberg at the House Science Committee."
Metzenberg, S. 1998b. Testimony before the U.S. House of
Representatives; online at Mathematically Correct
<http://www.mathematicallycorrect.com/>,
scroll down to and click on "Science Corner" under "Site Index" and
then click on: "Follow-Up Questions for Dr. Stan Metzenberg."
Redish, E.F. 2003 "Teaching Physics With the Physics Suite." John Wiley.
Woolf, L. & R.R. Hake. 2004. "The End of Hands-On Science Activities
in California's K-8 Classrooms?" transmitted to (a) the discussion
lists AERA-K, ap-physics, astroed_news, BIOPI-L, CHEMED-L, PHYS-L,
PHYSLRNR; and (b) to the members and staff of the California
Curriculum Development and
Supplemental Materials Commission; online at
<http://lists.psu.edu/cgi-bin/wa?A2=ind0401&L=physhare&O=D&P=4583>.