D. Hammer, American Journal of Physics, Physics Education Research Supplement, 68(S1), S52-S59 (2000). (html version)
Abstract: With good reason, physics education research has focussed almost exclusively on student difficulties and misconceptions. This work has been productive for curriculum development as well as in motivating the physics teaching community to examine and reconsider methods and assumptions, but it is limited in what it can tell us about student knowledge and learning. This article suggests the study of student resources for learning, with an emphasis on the practical benefits to be gained for instruction.
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