Share the Future IV
Difficult Concepts in Science and Engineering: Identifying, Assessing, and Helping Students Learn Them Workshop


Ruth A. Streveler*, Mary Nelson**, Barbara M. Olds*, and Ronald L. Miller*
*Colorado School of Mines
**University of Colorado, Boulder

Articles and books
Bransford, J.D., Brown, A.L., and Cocking, R.R., (Eds.) (2000). How People Learn. Washington, D.C: National Academy Press.

Chi, M.T.H., and Roscoe, R.R. (2002). The processes and challenges of conceptual change, In M. Limon and L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Processes. (pp. 3–27). The Netherlands: Kluwer Academic Publishers.

deLeeuw, N., and Chi, M.T.H. (2002). Self-explanation: Enriching a situation model or repairing a domain model? In G.M. Sinatra and P.R. Pintrich, (Eds.), Intentional Conceptual Change. (pp. 55–78). Erlbaum, Mahwah, NJ: Lawrence Erlbaum Associates.

Garnett, P.J., and Hackling, M. (1995). Students’ alternative conceptions of chemistry: A review of research and implications for teaching and learning, Studies in Science Education, 25, 69.

Hestenes, D., Wells, M., and Swackhamer, G. (1992). Force concept inventory, The Physics Teacher, 30, 159–166.

Marek, E.A., Cowen, C.C., and Cavallo, A.M.L. (1986). Student’s misconceptions about diffusion: How can they be eliminated?, The American Biology Teacher, 567, 74–77.

Nathan, M., Koedinger, K., and Alibali, M. (2001). Expert blind spot: When content knowledge eclipses pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.

Pfundt, H., and Duit, R. (1994). Bibliography: Students’ Alternative Frameworks and Science Education, 4th edition, Kiel, Germany: Institute for Science Education.

Posner, G.J., Strike, K.A., Hewson, P.W., and Gertzog, W.A. (1982). Accommodation of a scientific concept: toward a theory of conceptual change, Science Education, 66, 221–227.

Reiner, M., Slotta, J.D., Chi, M.T.H., and Resnick, L.B. (2000). Naive physics reasoning: A commitment to substance-based conceptions, Cognition and Instruction, 18(1), 1–34.

Web sites of interest
CSM Center for Engineering Education (CEE)

Center for the Advancement of Engineering Education (CAEE)

Field-tested learning assessment guide (FLAG)



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