214 citations · 1.9k across the 43 of their papers we have counts for
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Ontological metaphors for negative energy in an interdisciplinary context
Benjamin W. Dreyfus, Benjamin D. Geller, Julia Gouvea +3
Teaching about energy in interdisciplinary settings that emphasize coherence among physics, chemistry, and biology leads to a more central role for chemical bond energy. We argue t…
Entropy and spontaneity in an introductory physics course for life science students
Benjamin D. Geller, Benjamin W. Dreyfus, Julia Gouvea +3
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as "disorder" or "chaos" come into contact with…
Oersted Lecture 2013: How should we think about how our students think?
Edward F. Redish
Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually en…
Chemical energy in an introductory physics course for the life sciences
Benjamin W. Dreyfus, Julia Gouvea, Benjamin D. Geller +3
Energy is a complex idea that cuts across scientific disciplines. For life science students, an approach to energy that incorporates chemical bonds and chemical reactions is better…
Negative Energy: Why Interdisciplinary Physics Requires Multiple Ontologies
Benjamin W. Dreyfus, Benjamin D. Geller, Julia Gouvea +3
Much recent work in physics education research has focused on ontological metaphors for energy, particularly the substance ontology and its pedagogical affordances. The concept of…
De- and Re-constructing Introductory Physics for the Life Sciences
Dawn C. Meredith, Edward F. Redish
Teaching physics to biologists requires far more than making the course for engineers mathematically less rigorous and adding in a few superficial biological problems. What is need…