Student resources for learning introductory physics

By David M. Hammer. 2000

644 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8a1a3cac5210b2b91c0a854ac72296523edf6547

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. David M. Hammer
2. Edward F. Redish
3. Andrew Elby
4. Jennifer Docktor
5. Jose P. Mestre
6. Karl A. Smith
7. Tara Barnhart
8. S. Jones

In Education

1. David M. Hammer
2. Edward F. Redish
3. Jennifer Docktor
4. Andrew Elby
5. Jose P. Mestre
6. Karl A. Smith
7. Tara Barnhart
8. S. Jones

Citations in the corpus

• Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology (2014, neutral): “3 tie in nicely with the resources framework being developed by the Physics Education Research (PER) community for analyzing student thinking in physics (diSessa 1993; Hammer 2000; Hammer et al. 2005; Redish 2004; Redish 2014).”
• Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “This is because, without structured support and appropriate framing, pre-service teachers’ analyses tend to focus on the actions and behaviors of the teacher rather than student thinking, learning and sensemaking (Hammer, 2000; Levin, Hammer, & Coffey, 2009).”
• Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies (2010, background): “Review of epistemological resources Cognitive resources are fine-grained knowledge elements that a student possesses, the activation of which depends on context (diSessa, 1993; Hammer, 2000).”
• Looking Beyond Content: Skill Development for Engineers (2008, background): “We refer to such a bit of knowledge as a resource (Hammer, 2000).”
• Synthesis of Discipline-Based Education Research in Physics. (2014, background): “This model describes knowledge in terms of students’ resources for learning, both “conceptual” and “epistemological” in nature [44].”
• The object coordination class applied to wave pulses: Analysing student reasoning in wave physics (2002, background): “er and more general than misconceptions. These include phenomenological primitives (diSessa 1993), facets of knowledge (Minstrell 1992), intuitive rules (Tirosh et al. 1998), and reasoning resources (Hammer 2000). Whereas misconceptions are conceived as components of cognitive structure inherently i”
• The prevalence of area-under-a-curve and anti-derivative conceptions over Riemann sum-based conceptions in students’ explanations of definite integrals (2015, background): “This process is known as ‘activating resources’.[23,25] For example, a student may look at an integral and immediately think ‘area under a curve’ without ever thinking about Riemann sums.”
• Reinventing college physics for biologists: Explicating an epistemological curriculum (2008, background): “ty’s central administration carries out an evaluation of CORE classes, one of which took place during this project. The evaluation consisted of a survey with eight items answered on a scale of (1) to (5) (“not at all” to “a great deal”). The items were of the form: “To what extent has this course be”
• RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS (2021, background): “However, we argue that students formulate and utilize epistemic and cognitive resources to reason through OTL with mathematical tasks (Hammer, 2000), and students utilize some of those resources to solve problems in assessments (Bailin & Siegler, 2003; Hwang et al.”