This list includes papers published in a variety of journals that may be of interest to researchers in physics education and to physics teachers interested in making their classrooms more effective. Papers have been selected that focus on high school or college level physics teaching, though we may occasionally include papers described work with younger students if they seem relevant.

The American Journal of Physics, Vol. 64

• R. Di Stefano, "The IUPP evaluation: What we were trying to learn and how we were trying to learn it", No. 1, January 1996, pp. 49-57.
• R. Di Stefano, "Preliminary IUPP results: Student reactions to in-class demonstrations and to the presentation of coherent themes", No. 1, January 1996, pp. 58-68.
• Diane J. Grayson and Lillian C. McDermott, "Use of the computer for research on student thinking in physics", No. 5, May 1996, pp. 557-565.
• Robert J. Beichner, "The impact of video motion analysis on kinematics graph interpretation skills", No. 10, October 1996, pp. 1272-1277.
• David Hammer, "More than misconceptions: Multiple perspectives on student knowledge and reasoning and an

• Richard N. Steinberg, Graham E. Oberem, and Lillian C. McDermott, "Development of a computer-based tutorial on the photoelectric effect", No. 11, November 1996, pp. 1370-1379.
• William J. Leonard, Robert J. Dufresne, and Jose P. Mestre, "Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems", No. 12, December 1996, pp. 1495-1503.

• Ted Graham and John Berry, "A hierarchical model of the development of student understanding of momentum", No. 1, January-February 1996, pp. 75-90.
• Josh Gutwill, John Frederiksen, and Michael Ranney, Seeking the causal connection in electricity: shifting among mechanistic perspectives", No. 2, March 1996, pp. 43-162.
• Susan M. Stocklmayer and David F. Treagust, "Images of electricity: how do novices and experts model electric current?", No. 2, March 1996, pp. 163-178.
• Abdelmajid Benseghir and Jean-Louis Closset, "The electrostatics-electrokinetics transition: historical and educational difficulties", No. 2, March 1996, pp. 179-191.
• Abdeljalil Metioui, Claude Brassard, Jude Levasseur, and Michel Lavoie, "The persistence of students' unfounded beliefs about electrical circuits: the case of Ohm's law", No. 2, March 1996, pp. 193-212.
• David F. Treagust, Allan G. Harrison, and Grady J. Venville, "Using an analogical teaching approach to engender conceptual change", No. 2, March 1996, pp. 213-229.

• Keith S. Taber and Mike Watts, "The secret life of the chemical bond: students' anthopomorphic and animistic references to bonding", No. 5, July-August 1996, pp. 557-568.
• Jayashree Ramadas, Shrish Barve, and Arvind Kumar, "Alternative conceptions in Galilean relativity: inertial and non-inertial observers", No. 5, July-August 1996, pp. 615-629.
• Ruth Stavy and Dina Tirosh, "Intuitive rules in science and mathematics: the case of 'more of A -- more of B' ", No. 6, September 1996, pp. 653-667.
• Dina Tirosh and Ruth Stavy, "Intuitive rules in science and mathematics: the case of 'Everything can be divided by two' ", No. 6, September 1996, pp. 669-683.
• T.P. Olsen, P.W. Hewson, and L. Lyons, "Preordained physics and student autonomy: The nature of laboratory tasks in physics classrooms", No. 7, October-November 1996, pp. 775-90.
• Igal Galili, "Students' conceptual change in geometrical optics", No. 7, October-November 1996, pp. 847-868.
• Mike Watts and Keith S. Taber, "An explanatory gestalt of essence: students' conceptions of the 'natural' in physical phenomena", No. 8, December 1996, pp. 939-954.

• David Hammer, "Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?", No. 2, pp. 97-127.

• Herman Weller, "Assessing the impact of computer-based learning in science," Summer, 1996, pp. 461-485.
• David Ayersman, "Reviewing the hypermedia-based learning research," Summer, 1996, pp. 500-525.

• Maher Z. Hashweh, "Science teachers' epistemological beliefs in teaching", No. 1, January 1996, pp. 47-63.
• C. W. J. M. Klaassen and P. L. Lijnse, "Interpreting students' and teachers' discourse in science classes: an underestimated problem?", No. 2, February 1996, pp. 115-134.
• Wolff-Michael Roth and Kenneth Tobin, "Staging Aristotle and natural observation against Galileo and (stacked) scientific experiment or physics lectures as rhetorical events", No. 2, February 1996, pp. 135-157.
• Stanley J. Sobolewski and Rodney L. Doran, "Replication of a path analysis model of secondary physics enrollments: 20 years later", No. 5, May 1996, pp. 501-512.
• Allan Feldman, "Enhancing the practice of physics teachers: mechanisms for the generation and sharing of knowledge and understanding in collaborative action research", No. 5, May 1996, pp. 513-540.
• Wobbe de Vos and Adri H. Verdonk, "The particulate nature of matter in science education and in science", No. 6, June 1996, pp. 657-664.
• Paul J. Germann and Roberta J. Aram, "Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence", No. 7, September 1996, 773-798.
• Wolff-Michael Roth, Corolyn Woszcsyna, and Gillian Smith, "Affordances and constraints of computers in science education", No. 9, November 1996, pp. 995-1017.
• Evinella Alexopoulou and Rosalind Driver, "Small-group discussion in physics: Peer interaction modes in pairs and fours", No. 10, December 1996, pp. 1099-1114.
• Robert E. Bleicher, "High school students learning science in university research laboratories", No. 10, December 1996, pp. 1115-1133.

• Eileen Lob Lewis, "Conceptual change among middle school students studying elementary thermodynamics", No. 1, March 1996, pp. 3-31.
• J. A. Cilliers, P. Kruger, I. Basson, and P. A. Kirschner, "Psychometric testing as a predictor of student performance in first year physics practicals", No. 1, March 1996, pp. 47-57.
• Bat-Sheva Eylon, Miky Ronen, and Uri Ganiel, "Computer simulations as tools for teaching and learning: using a simulation environment in optics", No. 2, June 1996, pp. 93-110.
• Wolff-Michael Roth, "The co-evolution of situated language and physics knowing", No. 3, September 1996, pp. 171-191.

• Robin Millar and Jarnail Singh Gill, "School students' understanding of processes involving radioactive substances and ionizing radiation", No. 1, January 1996, pp. 27-33.
• Michael Prosser, Paul Walker, and Rosemary Millar, "Differences in students' perceptions of learning physics", No. 1, January 1996, pp. 43-48.
• Ricardo Trumper, "A cross-college age study about physics students' conceptions of force in pre-service training for high school teachers", No. 4, July 1996, pp. 227-236.
• Peter Adamczyk and Mike Willson, "Using concept maps with trainee physics teachers", No. 6, November 1996, pp. 374-381.

Cedric J. Linder and Greg Hillhouse, "Teaching by conceptual exploration", September 1996, pp. 332-338.