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Contributed TalksRobust Assessment Instrument for Student Problem Solving Jennifer L. Docktor, Kenneth Heller, Patricia Heller, Tom Thaden-Koch, Jun Li, Jay Dornfeld Contributed Talk, 2007 AAPT Summer Conference (Greensboro, NC) (402 KB, .pdf format)
Luck vs. Control: A Process of Test Development for Introductory Physics Paul
Knutson, Pat Heller, Ken Heller, Vince H. Kuo, & Tom Thaden-Koch
Procedure for Setting Goals for an Introductory Physics Class Pat Heller,
Ken Heller, & Vince H. Kuo
Using Coordination Classes to Understand Students' Judgments of Motion Thomas C.
Thaden-Koch, Robert J. Dufresne, William J.
Gerace, & Jose P. Mestre
Metacognition in Physics Problem Solving - Instructors' Views Vince H. Kuo, Charles Henderson, Ken Heller, Pat Heller, &
Edit Yerushalmi
Designing Interactive Problem-Solving Tutorials Leon Hsu, Ken Heller, & Aaron Hasnudeen
Locus of Control - Chance or Self Attribute? Vince H. Kuo, Pat Heller, & Ken Heller
What Does it Mean to Solve a Physics Problem? - Instructors' Beliefs Charles Henderson, Pat Heller, Ken Heller, Vince H. Kuo, &
Idit Yerushalmi
Solving a Physics Problem - An Expansion of Instructors' Beliefs Vince H. Kuo, Pat Heller, Ken Heller, Charles Henderson, &
Idit Yerushalmi
Physics Lab Reports and Student Learning in Introductory Physics Classes- Any Relationships? Paul Knutson, Ken Heller, Pat Heller, & Vince H. Kuo
How Students Learn Problem Solving - A Model of Instructors' Beliefs Charles Henderson, Pat Heller, Ken Heller, Vince H. Kuo,
& Idit Yerushalmi
Helping Students Learn Problem Solving - Forming an Initial Model of Instructors' Beliefs Vince H. Kuo, Pat Heller, Ken Heller, Charles Henderson, &
Idit Yerushalmi
Interactive Problem-Solving Tutorials Leon Hsu
Physics Lab Reports and Final Exams - Any Relationships? Paul Knutson, Pat Heller, and Vince H. Kuo
Instructors’ beliefs about teaching using Example Problem Solutions Charles Henderson, Pat Heller, Ken Heller, Vince H. Kuo,
& Idit Yerushalmi
What do students learn from Example Problem Solutions? Instructors' beliefs Vince H. Kuo, Pat Heller, Ken Heller, Charles Henderson, & Idit
Yerushalmi
Instructors’ Ideas about Problem Solving – Grading Vince H. Kuo, Pat Heller, Ken Heller, Charles Henderson, & Idit
Yerushalmi
Instructors’ Beliefs and Values About Learning Problem Solving Pat Heller, Ken Heller, Charles Henderson, Vince H. Kuo, &
Idit Yerushalmi
Instructors’ Ideas About Problem Solving – Setting Goals Charles Henderson, Pat Heller, Ken Heller, Vince H. Kuo, &
Idit Yerushalmi
Analyzing Student Laboratory Reports Vince Kuo
Why Solve Problems? - Part 1: Designing an Interview for Instructors Edit Yerushalmi
Why Solve Problems? - Part 2: Different Views from Different Practices Charles Henderson
More Physics With Less Equipment Vince Kuo
Common Concerns About The Force Concept Inventory Charles Henderson
Where do Students "Go Wrong" When Solving Newton's Second Law Problems Charles Henderson
Computerizing Introductory Problem-Solving Labs Laura McCullough Return to Top
Invited TalksFlexible Software for Computer-Based Problem Solving Labs Brita Nellermoe, Jennifer Docktor (Bill Gilbert, Sean Albiston, Brian Andersson, Ken Heller, Natalie, Martimbeau, Ted Hodapp) Invited Talk, 2007 AAPT Summer Meeting (Greensboro, NC) (1.5 MB, .pdf format)
Teaching Introductory Physics through Problem Solving Pat Heller and Ken Heller (in collaboration with University of Minnesota
PERG)
Teaching Introductory Physical Science through Problem Solving Ken Heller (in collaboration with University of Minnesota PERG)
Designing an Introductory Physics Course as a Learning Environment Ken Heller (in collaboration with University of Minnesota PERG)
Instructor Conceptions of Problem Solving Vince H. Kuo (with University of Minnesota PERG)
Ken Heller
Reform in the Traditional Format Ken Heller Return to Top
WorkshopsTeaching Physics Through Problem Solving Ken Heller
Analyzing Student Written Communication Vince H. Kuo (with University of Minnesota PERG)
Teaching Assistants: Getting them Ready and Supporting their Teaching Ken Heller, Pat Heller, Brian Andersson, & Vince H. Kuo
The University Students' 3 R's: Reading, wRiting, and pRoblem Solving Ken Heller & Pat Heller
Teaching Physics through Problem Solving: Risks and Benefits Ken Heller & Pat Heller
Teaching Introductory Physics through Problem Solving Ken Heller
Writing in Physics - Student Lab Reports Vince H. Kuo, Ken Heller
AAPT/APS/NSF New Faculty Workshop Ken Heller
A Computerized Problem Solving Laboratory for Introductory Physics Ken Heller, Pat Heller, Charles Henderson, Vince Kuo Return to Top
PapersGrading student problem solutions: The challenge of sending a consistent message Charles Henderson, Edit Yerushalmi, Vince H. Kuo, Patricia Heller,
& Kenneth Heller
Multi-Layered Concept Maps for the Analysis of Complex Interview Data Charles Henderson, Edit Yerushalmi, Kenneth Heller, Patricia
Heller, & Vince H. Kuo
A coordination class analysis of judgments about animated motion Thomas C. Thaden-Koch, Robert J. Dufresne, William J. Gerace, Jose
P. Mestre, & William J. Leonard
How Students Learn Problem Solving - A Model of Instructors' Beliefs Charles Henderson, Pat Heller, Ken Heller, Vince H. Kuo,
& Edit Yerushalmi
Helping Students Learn Problem Solving - Forming an Initial Model of Instructors' Beliefs Vince H. Kuo, Pat Heller, Ken Heller, Charles Henderson, &
Edit Yerushalmi
Instructors’ Ideas about Problem Solving – Grading Vince H. Kuo, Pat Heller, Ken Heller, Charles Henderson, &
Edit
Yerushalmi
Instructors’ Beliefs and Values About Learning Problem Solving Pat Heller, Ken Heller, Charles Henderson, Vince H. Kuo, &
Edit Yerushalmi
Instructors’ Ideas About Problem Solving – Setting Goals Charles Henderson, Pat Heller, Ken Heller, Vince H. Kuo, &
Edit Yerushalmi
Why Solve Problems? – Interviewing College Faculty AboutThe Learning And Teaching Of Problem Solving Edit Yerushalmi, Ken Heller, Pat Heller, Charles
Henderson, & Vince Kuo
Interpreting the Force Concept Inventory: A reply to Hestenes and Halloun Patricia Heller & Douglas
Huffman What does the Force Concept Inventory actually measure? Douglas Huffman & Patricia Heller Phys. Teach., Vol. 33, No. 3, March 1995, pp. 138-143
Training the teaching assistant Frances Lawrenz, Patricia Heller & Ronald Keith Journal of College Science Teaching, Vol. 22, November 1992, pp. 106-109
Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups Patricia Heller & Mark Hollabaugh Am. J. Phys., Vol. 60, No. 7, July 1992, pp. 637-644
Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving Patricia Heller, Ronald Keith & Scott Anderson Am. J. Phys., Vol. 60, No. 7, July 1992, pp. 627-636
Variable uses of alternative conceptions: A case study in current electricity Heller, Patricia & Finley, Fred Journal of Research in Science Teaching, Vol. 29, No. 3, March 1992, pp. 259-275
The Graduate Record Examination as an indicator of learning of the curriculum taught to physics majors in US institutions J.W. Halley, Azin Adjoudani, Patricia Heller & James Terwilliger Am. J. Phys., Vol. 59, No. 5, May 1991, pp. 403-410
Team work works! Strategies for integrating women and minorities into the physical sciences Linda Scott & Patricia Heller Science Teacher, Vol. 58, No. 1, January 1991, pp. 24-28
An evaluation of classroom teaching practices one year after a workshop for high-school physics teachers Renate Lippert, Patricia Heller, Roger Jones & Russell Hobbie Am. J. Phys., Vol. 56, No. 6, June 1988, pp. 505-509
A summer program for high school physics teachers Patrica Heller, Russell Hobbie & Roger Jones Am. J. Phys., Vol. 54, No. 12, December 1986, pp. 1074-1079
Guided anarchy in an introductory physics laboratory Kenneth Heller Phys. Teach., Vol. 11, No. 2, February 1973, pp. 93-95 Return to Top
Dissertation PresentationsFaculty Conceptions about the Teaching and Learning of Problem Solving Charles Henderson Return to Top
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