958 2003 .
47 D. T. Brookes and E. Etkina, Using conceptual metaphor and
functional grammar to explore how language used in physics
affects student learning,Phys. Rev. ST Phys. Educ. Res. 3 ,
010105 2007 .
48 D. T. Brookes and E. Etkina, Force, ontology and language,
Phys. Rev. ST Phys. Educ. Res. 5 , 010110 2009 .
49 G. Holton and S. Brush,Physics, The Human AdventureRut-
gers University Press, New Brunswick, NJ 2001.
50 M. Shamos,Great Experiments in PhysicsDover Publica-
tions, New York, 1987.
51 http://paer.rutgers.edu/pt3
52 http://phet.colorado.edu
53 J. Clement, Using bridging analogies and anchoring intuitions
to deal with students’ preconceptions in physics,J. Res. Sci.
Teach. 30 , 1241 1993 .
54 The Physics Suite. A series of curriculum materials including
Interactive TutorialsM. Wittmann, R. Steinberg, and E. Re-
dish, Interactive Lecture DemonstrationsD. Sokoloff, and R.
Thornton, Real Time PhysicsD. Sokoloff, R. Thornton, and
P. Lawsand Workshop PhysicsP. LawsWiley, Hoboken,
NJ, 2004.
55 C. J. Hieggelke and D. P. Maloney,T. L. O’Kuma, Steve
Kanim.E&MTIPERs: Electricity and Magnetism Tasks
Prentice Hall, Upper Saddle River, NJ, 2006.
56 ActivPhysics by A. Van Heuvelen http://wps.aw.com/
aw_young_physics_11/0,8076,898588-
nav_and_content,00.html
57 http://ccl.northwestern.edu/netlogo/
58 D. Sawada, M. Piburn, K. Falconer, R. Benford, and I. Bloom,
Reformed Teaching Observation Protocol: Reference Manual,
ACEPT Technical Report #IN00–3 Arizona Collaborative for
Excellence in the Preparation of Teachers, 2000.
59 See rubrics athttp://paer.rutgers.edu/scientificabilities
60 Cognitive theories such as perceptual symbol systems propose
that human thinking happens in the perceptual areas of the
brain. The more perceptual areas of the brain are associated
with the concept the more the concept is understood and the
easier it is accesses/retrieved. One can find more information
on the subject in L. W. Barsalou, Perceptual symbol systems,
Behav. Brain Sci. 22 , 577 1999 However, this paper is not a
part of class reading due to its complexity.
61 J. Zull,The Art of Changing the Brain: Enriching the Practice
of Teaching by Exploring the Biology of LearningStylus Pub-
lishing, Sterling, Virginia, 2003.
62 D. Hestenes, M. Wells, and G. Swackhamer, Force concept
inventory,Phys. Teach. 30 , 141 1992 .
63 D. P. Maloney, T. O’Kuma, C. Hieggelke, and A. Van Heu-
velen, Surveying students’ conceptual knowledge of electricity
and magnetism,Am. J. Phys. 69 ,12 2001 .
64 E. Etkina, Weekly Reports: A two-way feedback tool,Sci.
Educ. 84 , 594 2000 .
65 A learning community is a group of people who share values
and beliefs about a particular subject and continuously learn
together from each other. For some references about the at-
tributes of the community, see D. W. McMillan and D. M.
Chavis, Sense of community: A definition and theory,Am. J.
Community Psychol. 14 ,6 1986 ; and P. Freire,Teachers as
Cultural Workers: Letters to those who Dare to TeachWest-
view Press, Boulder, Colorado, 1998.
66 L. Darling-Hammond, The challenge of staffing our schools,
Educational Leadership 58 ,12 2001 .EUGENIA ETKINA PHYS. REV. ST PHYS. EDUC. RES. 6 , 020110 2010
020110-26