[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.tex
mvogt
lon-capa-cvs@mail.lon-capa.org
Thu, 19 May 2005 16:17:32 -0000
mvogt Thu May 19 12:17:32 2005 EDT
Modified files:
/modules/gerd/roleclicker description.tex
Log:
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.68 modules/gerd/roleclicker/description.tex:1.69
--- modules/gerd/roleclicker/description.tex:1.68 Thu May 19 12:09:58 2005
+++ modules/gerd/roleclicker/description.tex Thu May 19 12:17:32 2005
@@ -514,32 +514,29 @@
(1999).
\bibitem{mref23} {\it Science Teaching Reconsidered: A Handbook}, National Academy Press, Washington, DC
(1997).
-
+\bibitem{mref25} Janicki, Terence C., and Penelope L. Peterson, {\it Individual characteristics and children's learning in large-group and small-group approaches}, The Journal of Educational
+Psychology, 71 (5), 677-687 (1979)
+\bibitem{mref26} Okebukola, Peter A., and Meshach B. Ogunniyi, {\it Cooperative, competitive, and
+individualistic science laboratory interaction patterns; Effects on students' achievement and acquisition of practical skills}, Journal of Research in Science Teaching, 21 (9), 875-884
+(1984).
\bibitem{aapt} American Association of Physics Teachers, {Final Report: Project SPIN-UP (Strategic Programs for Innovations in Undergraduate Physics)}, available online (2003)
-
-
{\tt http://www.lon-capa.org/features.html}
\bibitem{edutools} EDUTOOLS Course Management System Decision Making Tools,
\newline {\tt http://www.edutools.info/course/compare/}
-
\bibitem{discpaper} Gerd Kortemeyer, {\it An Analysis of Asynchronous Online Homework Discussions in Introductory Physics Courses}, Am. J. Phys., submitted. Available online at
http://www.lon-capa.org/publications.html
-
\bibitem{mref1} R., W. J. Gerace, P. T. Hardiman, and J. P. Mestre, {\it Constraining novices to perform expert-like problem analyses: Effects on schema acquisition}, Journal of the
Learning Sciences, 2 (3), 307-331 (1992).
-\bibitem{mref2} Gerace, W., R. Dufresne, W. Leonard, and J. Mestre, {\it Minds-On Physics: An integrated
-curriculum for developing concept-based problem-solving skills in physics} (1999), Cited at
+\bibitem{mref2} Gerace, W., R. Dufresne, W. Leonard, and J. Mestre, {\it Minds-On Physics: An integrated curriculum for developing concept-based problem-solving skills in physics} (1999), Cited at
http://umperg.physics.umass.edu/library/UMPERG-2000-08.
\bibitem{mref3} Hake, Richard, {\it Socratic Pedagogy in the Introductory Physics Lab}, The Physics Teacher,
30, 546 (1992).
-\bibitem{mref4} Heller, P., R. Keith, and S. Anderson, {\it Teaching problem solving through cooperative
+\bibitem{mref4} Heller, P., R. Keith, and S. Anderson, {\it Teaching problem solving through cooperative
grouping. Part 1: Group vs. individual problem solving}, and P. Heller and M. Hollabaugh,
-{\it Teaching problem solving through cooperative grouping. Part 2: Designing problems and
-structuring groups}, American Journal of Physics, 60, 627-644 (1992).
+{\it Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups}, American Journal of Physics, 60, 627-644 (1992).
\bibitem{mref5} Laws, Priscilla, Workshop Physics Activity Guide, John Wiley \& Sons, New York (1997);
-McDermott, Lillian C., and members of the Physics Education Group, {\it Physics by Inquiry,
-Vols. I and II}, John Wiley \& Sons, New York (1996).
-\bibitem{mref6} Novak, Gregor, Evelyn T. Patterson, Andrew D. Gavrin, and Wolfgang Christian, {\it Just-in-
+McDermott, Lillian C., and members of the Physics Education Group, {\it Physics by Inquiry, Vols. I and II}, John Wiley \& Sons, New York (1996).
+\bibitem{mref6} Novak, Gregor, Evelyn T. Patterson, Andrew D. Gavrin, and Wolfgang Christian, {\it Just-in-
Time Teaching: Blending Active Learning with Web Technology}, Prentice Hall, Upper
Saddle River, NJ (1999).
\bibitem{mref7} Redish, E.F., J. M. Saul, and R. N. Steinberg, {\it On the Effectiveness of Active-Engagement Microcomputer-Based Laboratories}, American Journal of Physics, 65, 45-54 (1997).
@@ -655,15 +652,6 @@
\bibitem{mref24} Paulson, Donald R, {\it Active learning and cooperative learning in the organic chemistry
lecture class}, Journal of Chemical Education, 76 (8), 1136-1140 (1999), Cited at
http://jchemed.chem.wisc.edu/Journal/Issues/1999/Aug/PlusSub/V76N08/p1136.pdf.
-\bibitem{mref25} Janicki, Terence C., and Penelope L. Peterson, {\it Individual characteristics and children's
-learning in large-group and small-group approaches}, The Journal of Educational
-Psychology, 71 (5), 677-687 (1979)
-\bibitem{mref26} Okebukola, Peter A., and Meshach B. Ogunniyi, {\it Cooperative, competitive, and
-individualistic science laboratory interaction patterns; Effects on students' achievement and
-acquisition of practical skills}, Journal of Research in Science Teaching, 21 (9), 875-884
-(1984).
-
-
\bibitem{russell} T. L. Russell, {\it The No Significant Difference Phenomenon, A Comparative Research Annotated Bibliography on Technology in Distance Education as Reported in 355 Research Reports, Summaries, and Papers}, ISBN 0-9668936-0-3 (2001)