380 citations · 458 across the 6 of their papers we have counts for
6 papers
Contributions from cognitive research to mathematics and science education
William J. Gerace
An invited plenary given at the founding meeting of the Southern African Association for Research in Mathematics and Science Education in 1992.
Measuring and modeling physics students' conceptual knowledge structures through term association times
Ian D. Beatty, William J. Gerace, Robert J. Dufresne
Traditional problem-based exams are not efficient instruments for assessing the "structure" of physics students' conceptual knowledge or for providing diagnostically detailed feedb…
ASK-IT/A2L: Assessing student knowlede with instructional technology
Robert J. Dufresne, William J. Gerace, Jose P. Mestre +1
The ASK-IT/Assessing-to-Learn (A2L) project is an attempt to bring a strategic approach to learning, instruction, and communication. ASK-IT/A2L seeks to integrate formative assessm…
Probing physics students' conceptual knowledge structures through term association
Ian D. Beatty, William J. Gerace
Traditional tests are not effective tools for diagnosing the content and structure of students' knowledge of physics. As a possible alternative, a set of term-association tasks (th…
Teaching vs. learning: Changing perspectives on problem solving in physics instruction
William J. Gerace, Ian D. Beatty
Problem solving is central to physics instruction. Results from Physics Education Research (PER), however, demonstrate that traditional ways of teaching with problem solving are in…
Designing Effective Questions for Classroom Response System Teaching
Ian D. Beatty, William J. Gerace, Robert J. Dufresne
Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective quest…