Scientific Reasoning Research Institute

Steinberg, Melvin S. & Clement, John J. (1999), "Evolving mental models of electric circuits", European Educational Research Association, Kiel, August.

Monaghan, J. M. & Clement, John J. (1999), "Use of a computer simulation to develop mental simulations for learning relative motion concepts", International Journal of Science Education, 21(9), 921-944.

Gobert, Janice & Clement, John J. (1999), "The effects of student-generated diagrams versus student-generated summaries on conceptual understanding of spatial, causal, and dynamic knowledge in plate tectonics", Journal of Research in Science Teaching, 36(1):39-53.

Greene, Nathaniel R. & Leonard, William J. (1998), "Theory can be misleading: Balls on tracks revisited (again)", SRRI technical report greene-1998tmb.

Falk, Ruma & Konold, Clifford E. (1998), "Subjective randomness", In S. Kotz, C.B. Read, & D.L. Banks (Eds.) Encyclopedia of statistical sciences, pp. 653-659. New Yor, NY: J. Wiley & Sons.

Clement, John J. (1998), "Expert novice similarities and instruction using analogies", International Journal of Science Education, 20(10):1271-1286.

Clement, John J. & Ramirez, Mary Anne (1998), "The role of dissonance in conceptual change", Proceedings of the National Association for Research in Science Teaching.

Rea-Ramirez, Mary Anne & Clement, John J. (1998), "In search of dissonance: The evolution of dissonance in conceptual change theory", Proceedings of the National Association for Research in Science Teaching.

Leonard, William J. (1997), "Geometric scaling and the volume of a pyramid", New England Mathematics Journal 30(1), 36-50.

Dufresne, Robert J. & Gerace, William J. & Leonard, William J. (1997), "Solving physics problems with multiple representations", The Physics Teacher 35(5), 270-275.

Leonard, William J. (1997), "Dangers of automated data analysis", The Physics Teacher 35(4), 220-222.

Gerace, William J. & Leonard, William J. & Dufresne, Robert J. & Mestre, Jose P. (1997), "Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices", In William J. Gerace, William J. Leonard, Robert J. Dufresne, Jose P. Mestre, (Eds.), Teacher's Guide to accompany Minds•On Physics: Motion (Kendall/Hunt, Dubuque, IA), Supplement B.

Wenk, Laura & Dufresne, Robert J. & Gerace, William J. & Leonard, William J. & Mestre, Jose P. (1997), "Technology-assisted active learning in large lectures", In A. P. McNeal, C. D'Avanzo, (Eds.), Student-active science: Models of innovation in college science teaching (Saunders College Publishing, Orlando, FL), pp.431-451.

Mestre, Jose P. & Gerace, William J. & Dufresne, Robert J. & Leonard, William J. (1997), "Promoting active learning in large classes using a classroom communication system", In E. F. Redish, J. S. Rigden, (Eds.), The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education / Part Two: Sample Classes (American Institute of Physics, Woodbury, NY), pp.1019-1036.

Gerace, William J. & Leonard, William J. (1997), "Promoting active learning with a classroom communication system", SRRI technical report gerace-1997pal

Gerace, William J. & Dufresne, Robert J. & Leonard, William J. (1997), "A framework for the storage of knowledge and its implications for problem solving", SRRI technical report gerace-1997fsk.

Konold, Clifford & Pollatsek, Alexander & Well, Arnold (1997), "Students analyzing data: Research of critical barriers", In J. B. Garfield & G. Burrill (Eds.), Research on the Role of Technology in Teaching and Learning Statistics: 1996 Proceedings of the 1996 IASE Round Table Conference, Voorburg, The Netherlands: International Statistical Institute, pp.151-167.

Falk, Ruma & Konold, Clifford E. (1997), "Making sense of randomness: Implicit encoding as a basis for judgment", Psychological Review 104, 301-318.

Ramirez, Mary Anne & Clement, John J. (1997), "Teaching for understanding, part I: Concepts of conceptual change and dissonance", In the Proceedings of the International Conference From Misconceptions to Constructed Understanding, Cornell University.

Monaghan, J. & Clement, John J. (1997), "Conceptual change in working physics classrooms", In the Proceedings of the International Conference From Misconceptions to Constructed Understanding, Cornell University.