The Science of Learning Physics: Cognitive Strategies for Improving Instruction

Contents
Chapter 1: Introduction
	1.1. What is this book about?
	1.2. Why is this book needed?
	1.3. What does it mean to teach better?
	1.4. What are some contributing factors leading to many students finding physics difficult to learn?
	1.5. What view undergirds this entire book?
	1.6. How are the subsequent chapters of this book organized?
	Reference
Chapter 2: The Formation of Concepts and How to Fix Broken Ones
	2.1. What does research on students’ concept formation tell us?
		2.1.1. A comparison of behaviorist and constructivist views of learning
		2.1.2. Conceptual difficulties in physics
		2.1.3. Example: A study with balls and tracks
	2.2. What are the implications of research on students’ concept formation for instruction?
	2.3. Examples of teaching interventions based on learning research
	References
Chapter 3: How Learning Looks for a Novice: Implications of Expert–Novice Research for Physics Teaching and Learning
	3.1. What does expert–novice research tell us?
		3.1.1. Broad observations about novices and experts in physics
		3.1.2. Some important expert–novice differences
		3.1.3. Differences in what novices and experts notice when “doing” physics
		3.1.4. Problem solving differences between novices and experts in physics
		3.1.5. Can instruction be designed to promote expert-like behavior in physics?
			3.1.5.1. Short-term interventions
			3.1.5.2. Longer-term interventions
	3.2. What are the implications of expert–novice research for instruction?
	3.3. Examples of teaching interventions based on learning research
	References
Chapter 4: From Manipulating Equations to a More Conceptual Approach:How to Improve Problem Solving
	4.1. What does research on problem solving tell us?
		4.1.1. Research on problem solving skills and approaches
		4.1.2. Problem representation is important
		4.1.3. Problem solving frameworks
		4.1.4. Assessment of problem solving
	4.2. What are the implications of research on problem solving for instruction?
	4.3. Examples of teaching interventions based on learning research
	References
Chapter 5: Active Learning Strategies: Engaging Students in their Own Learning is the Key to Learning
	5.1. What does the research tell us?
		5.1.1. Introduction and background
		5.1.2. Reforming the “traditional” lecture classroom
		5.1.3. Reforming the traditional laboratory or recitation experience
		5.1.4. Reforming the “out-of-class” experience
		5.1.5. Barriers to active learning instruction
		5.1.6. The use of Communities of Practice to encourage reformed instruction
	5.2. What are the implications of research on active learning for instruction?
	5.3. Examples of teaching interventions based on learning research
	References
Chapter 6: Students’ Perceptions of Learning and their Study Habits
	6.1. What does research on students’ perceptions of learning and studying tell us?
		6.1.1. Research on study strategies
		6.1.2. What are the actual patterns of learning and forgetting?
		6.1.3. Students’ metacognition about studying and learning
	6.2. What are the implications of research into students’ view of learning and studying for instruction?
	6.3. Examples of teaching interventions based on learning research
	References
Chapter 7: Testing in the Service of Learning: The Testing Effect and How it Promotes Long-Term Retention
	7.1. What does research on the “testing effect” tell us?
		7.1.1. What is the testing effect?
		7.1.2. Experimental findings on the testing effect
		7.1.3. Relevance of the testing effect for physics instruction
		7.1.4. Mechanisms leading to long-term retention from the testing effect
	7.2. What are the implications of the testing effect for instruction?
	7.3. Examples of teaching interventions based on learning research
	References
Chapter 8: Concluding Remarks
	Reference
Index
About the Authors