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Probes Resources
  • Beichner, R. J. (1990). The Effect of Simultaneous Motion Presentation and Graph Generation in a Kinematics Lab. J. Res. Sci. Teach., 27(8), 803-815.
  • Berg, E. v. d., & Berg, R. v. d. (2000). Kinematics graphs and instant feedback. School Science Review, 82(299), 104-106.
  • Brasell, H. (1987). The effect of real time laboratory graphing on learning graphic representation of distance and velocity. J. Res. Sci. Teach., 24(4), 385-395.
  • Brasell, H. (1990). Graphs, graphing and graphers., What Research Says to the Science Teacher, (Vol. 6) (Vol. 6,pp. 69-85). Washington, D.C.: N.S.T.A.
  • Brasell, H. M., & Rowe, M. B. (1993). Graphing skills among high school physics students. Sch. Sci. Math., 93(2), 63-70.
  • Fuller, R. G. (1986). Resource letter CPE-1: Computers in physics education. Am. J. Phys., 54, 782-786.
  • Hake, R. R., & Wakeland, R. (1997). What's F? What's m? What's a? A non-circular SDi-TST-Lab treatment of Newton's Second Law. In J. Wilson (Ed.), Conference of the Introductory Physics Course; On the occassion of the retirement of Robert Resnick (pp. 277-283). New York: John Wiley & Sons, Inc.
  • Hewson, P. W. (1984). Diagnosis and remediation of an alternative conception of velocity using a microcomputer program. Am. J. Phys., 53(7), 684-690.
  • Laws, P. W. (1997). A New Order for Mechanics. In J. Wilson (Ed.), Conference on the Introductory Physics Course on the Occasion of the retirement of Robert Resnick (pp. 125-126). New York: John Wiley & Sons, Inc.
  • McDermott, L. C. (1990). Research and computer-based instruction: Opportunity for interaction. Am. J. Phys., 58(5), 452-462.
  • McDermott, L. C., Rosenquist, M. L., & Zee, E. H. v. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503-513.
  • Morse, R. A. (1993). Acceleration and net force: An experiment with the force probe. Phys. Teach., 31(4), 224-226.
  • Redish, E. F., Saul, J. M., & Steinberg, R. N. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. Am. J. Phys., 65(1), 45-54.
  • Rosenquist, M. L., & McDermott, L. C. (1987). A conceptual approach to teaching kinematics. American Journal of Physics, 55(5), 407-415.
  • Sokoloff, D. R. (1992, November 9-13, 1992). Teaching electric circuit concepts using microcomputer-based current/voltage probes. Paper presented at the NATO Advanced Rearch Workshop on Microcomputer-Based Laboratories, Amsterdam.
  • Sokoloff, D. R., & Thornton, R. K. (1997). Using interactive lecture demonstrations to create an active learning environment. Phys. Teach., 35(September), 340-347.
  • Thornton, R. (1987). Tools for scientific thinking-microcomputer-based laboratories for teaching physics. Phys. Ed., 22, 230-238.
  • Thornton, R. J. (1997). Learning physics concepts in the introductory course: Microcomputer-based labs and interactive lecture demonstrations. In J. Wilson (Ed.), Conference of the Introductory Physics Course; On the occassion of the retirement of Robert Resnick (pp. 69-85). New York: John Wiley & Sons, Inc.
  • Thornton, R. K. (1995, September). Why don't physics students understand physics? Building a consensus, Fostering change. Paper presented at the Science, Education, and Future Gernerations, Cambridge, MA.
  • Thornton, R. K., & Sokoloff, D. R. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. Am. J. Phys., 58, 858-867.
  • Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton's laws: The force and motion conceptual evaluation of active learning laboratory and lecture curricula. Am. J. Phys., 66(4), 338-352.
  • Wilson, J. M. (1994). The CUPLE physics studio. Phys. Teach., 44(12), 518-529.
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