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Conceptual Problem Solving in Physics 297Bagno, E., & Eylon, B. (1997). From problem solving to knowledge structure: Anexample from the domain of electromagnetism. American Journal of Physics, 65(8),726–736.Chen, Z., Stelzer, T., & Gladding, G. (2010). Using multimedia learning modules tobetter prepare students for introductory physics lecture. PhysicalReviewSpecialTopics ^PhysicsEducationResearch, 6(010108), 1–5.Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and representation ofphysics problems by experts and novices. Cognitive Science, 5, 121–152.de Jong, T., & Ferguson-Hessler, M. G. M. (1986). Cognitive structures of good and poornovice problem solvers in physics. JournalofEducational Psychology, 78(4), 279–288.de Jong, T., & Ferguson-Hessler, M. G. M. (1991). Knowledge of problem situations inphysics: A comparison of good and poor novice problem solvers. Learning andInstruction, 1, 289–302.Docktor, J.L. (2009). Development and validation ofa physics problem-solving assessmentrubric.Unpublished doctoral dissertation, University of Minnesota, Twin Cities.Docktor, J.L., & Mestre, J.P. (2011). A synthesis of discipline-based education research inphysics. Commissioned paper for the National Academies, National Research Council project onstatus, contributions, and future directions of discipline-based education research. Washington,DC: National Academy Press. Retrieved February 16, 2011 from http://www7.nationalacademies.org/bose/DBER_Docktor_October_Paper.pdf.Dufresne, R. J., Gerace, W. J., Hardiman, P. T., & Mestre, J. P. (1992). Constrainingnovices to perform expertlike problem analyses: Effects on schema acquisition. TheJournalof theLearningSciences, 2(3), 307–331.Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., & Wenk, L. (1996). Classtalk: Aclassroom communication system for active learning. Journal of Computing in HigherEducation, 7(2), 3–47.Eylon, B. -S., & Reif, F. (1984). Effects of knowledge organization on task performance.CognitionandInstruction, 1(1), 5–44.Finegold, M., & Mass, R. (1985). Differences in the process of solving physics problemsbetween good problem solvers and poor problem solvers. Research in Science andTechnologyEducation, 3, 59–67.Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousandstudent survey of mechanics test data for introductory physics courses. AmericanJournalofPhysics, 66, 64–74.Hardiman, P. T., Dufresne, R., & Mestre, J. P. (1989). The relation between problemcategorization and problem solving among experts and novices. Memory&Cognition,17(5), 627–638.Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory.ThePhysicsTeacher, 30(3), 141–158.Kim, E., & Pak, S. (2002). Students do not overcome conceptual difficulties after solving1000 traditional problems. AmericanJournalofPhysics, 70(7), 759–765.Larkin, J. H. (1979). Processing information for effective problem solving. EngineeringEducation, 70(3), 285–288.Larkin, J. H. (1981a). Cognition of learning physics. American Journal of Physics, 49(6),534–541.Larkin, J. H. (1981b). Enriching formal knowledge: A model for learning to solvetextbook physics problems. In J. R. Anderson (Ed.), Cognitive skillsand theiracquisition(pp. 311–334). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.Larkin, J. H. (1983). The role of problem representation in physics. In D. Gentner, and A.L. Stevens, (Eds.), Mentalmodels (pp. 75–98). Hillsdale, NJ: Lawrence Erlbaum.Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Expert and noviceperformance in solving physics problems. Science, 208(4450), 1335–1342.
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Series EditorBRIAN H. ROSSBeckman I
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Academic Press is an imprint of Els
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viContents3. Science of Multimedia
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xContributorsHenry L. Roediger, III
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xiiPrefaceand there has been much e
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xivPrefaceInterventions for improvi
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2 Henry L. Roediger et al.delayed t
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10 Henry L. Roediger et al.seems so
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12 Henry L. Roediger et al.interpre
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14 Henry L. Roediger et al.Table 2
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16 Henry L. Roediger et al.improved
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18 Henry L. Roediger et al.this mat
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22 Henry L. Roediger et al.9. BENEF
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24 Henry L. Roediger et al.subjects
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26 Henry L. Roediger et al.feedback
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28 Henry L. Roediger et al.supporti
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30 Henry L. Roediger et al.of some
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32 Henry L. Roediger et al.Benefit
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34 Henry L. Roediger et al.Hasher,
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36 Henry L. Roediger et al.Son, L.
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38 John Sweller1. INTRODUCTIONCogni
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40 John Sweller‘‘baby-talk.’
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42 John Swellerof cognitive or meta
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44 John SwellerTable 1Natural Infor
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46 John Swellerconfigurations. A ch
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48 John Swellerreproduction results
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50 John Swellerto mutation, without
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52 John Swellerusing a complex or,
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54 John SwellerThe human cognitive
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56 John Swellerepigenetic system ha
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58 John SwellerWe can determine lev
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60 John Swellerthan memorizing the
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62 John SwellerTable 2EffectVariabi
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64 John Swelleroccurs when students
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66 John Sweller3.3.3. The Split-Att
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68 John Swellermerely restates the
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70 John SwellerThe expertise revers
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72 John Swellerobtained a reverse m
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74 John Swelleractivities that othe
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76 John SwellerRenkl, A. (2005). Th
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78 Richard E. Mayercognitive theory
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80 Richard E. Mayerpictures beginni
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82 Richard E. MayerThe dualchannelp
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84 Richard E. Mayerlearner selects
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86 Richard E. MayerRosenthal, Rosno
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88 Richard E. MayerGenerative proce
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90 Richard E. Mayer4.2. Evidence-ba
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92 Richard E. Mayersituation could
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94 Richard E. Mayer(Moreno & Mayer,
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96 Richard E. Mayer4.3.1. Segmentin
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98 Richard E. Mayerpresenting the w
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100 Richard E. MayerThe multimedia
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102 Richard E. Mayergame in industr
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104 Richard E. MayerClark, R. C., &
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106 Richard E. MayerMayer, R. E., &
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108 Richard E. MayerSweller, J. (19
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110 Timothy J. Nokes and Daniel M.
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Incorporating Motivation into a The
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CHAPTERFIVEOn the Interplay of Emot
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Implications for Enhancing Academic
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CHAPTERSIXThere Is Nothing So Pract
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There Is Nothing So Practical as a
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CHAPTERSEVENThe Power of Comparison
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The Power of Comparison in Learning
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CHAPTEREIGHTThe Ubiquitous Patterns
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The Ubiquitous Patterns of Incorrec
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Page 314 and 315: IndexAAcademic performancedrive the
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Page 318 and 319: Index 303LLabor in vain, 28Language
Page 320 and 321: Index 305OOntological categories of
Page 322 and 323: Index 307WWeb-delivered multimedia
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Page 326 and 327: Contents of Recent Volumes 311Under
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