The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Teaching Physics: Figuring out What Works
Abstract
Physics faculty members often come away from teaching college-level introductory courses deeply dismayed about how little their students have learned. The growing importance of having a workforce that is literate in science and technology makes this situation more than an academic problem.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Hake, R. R. (1998) · American Journal of Physics · doi:10.1119/1.18809 · Cited by 6,072
Hestenes, D., Wells, M., & Swackhamer, G. (1992) · The Physics Teacher · doi:10.1119/1.2343497 · Cited by 3,235
Student expectations in introductory physics
Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998) · American Journal of Physics · doi:10.1119/1.18847 · Cited by 693
Self-citationResource Letter: PER-1: Physics Education Research
McDermott, L. C., & Redish, E. F. (1999) · American Journal of Physics · doi:10.1119/1.19122 · Cited by 659
Self-citationResearch on conceptual understanding in mechanics
McDermott, L. C. (1984) · Physics Today · doi:10.1063/1.2916318 · Cited by 623
McDermott, L. C., & Shaffer, P. S. (1992) · American Journal of Physics · doi:10.1119/1.17003 · Cited by 560
Millikan Lecture 1990: What we teach and what is learned—Closing the gap
McDermott, L. C. (1991) · American Journal of Physics · doi:10.1119/1.16539 · Cited by 536
Epistemological Beliefs in Introductory Physics
Hammer, D. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1202_4 · Cited by 523
Implications of cognitive studies for teaching physics
Redish, E. F. (1994) · American Journal of Physics · doi:10.1119/1.17461 · Cited by 379
Self-citationOn the effectiveness of active-engagement microcomputer-based laboratories
Redish, E. F., Saul, J. M., & Steinberg, R. N. (1997) · American Journal of Physics · doi:10.1119/1.18498 · Cited by 314
Self-citation
Cited by
The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project
Beichner, R. J., Saul, J. M., Abbott, D. S., Morse, J. J., Deardorff, D. L., Allain, R. J., Bonham, S. W., Dancy, M. H., & Risley, J. S. (2007) · Reviews in Physics Education Research · doi:10.1119/revperv1.1.4 · Cited by 430
Ahlfeldt *, S., Mehta, S., & Sellnow, T. (2005) · Higher Education Research & Development · doi:10.1080/0729436052000318541 · Cited by 337
Physical versus virtual manipulative experimentation in physics learning
Zacharia, Z. C., & Olympiou, G. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2010.03.001 · Cited by 306
Olympiou, G., & Zacharia, Z. C. (2012) · Science Education · doi:10.1002/sce.20463 · Cited by 265
Saying the wrong thing: improving learning with multimedia by including misconceptions
Muller, D. A., Bewes, J., Sharma, M. D., & Reimann, P. (2008) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2007.00248.x · Cited by 145
Metadata
- Authors
- Redish, E. F., & Steinberg, R. N.
- Venue
- Physics Today
- Publisher
- AIP Publishing
- Published
- 1999-01-01
- Volume
- 52
- Issue
- 1
- Pages
- 24-30
- ISSN
- 0031-9228 (ISSN-L)
- 1945-0699
- OpenAlex
- W2069596059
- Cited by
- 259
- References
- 18
- FWCI
- 57.48
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teaching Physics: Figuring out What Works. https://app.cochat.ai/papers/10.1063/1.882568
- The paper
- Redish, E. F., & Steinberg, R. N. (1999). Teaching Physics: Figuring out What Works. Physics Today. https://doi.org/10.1063/1.882568
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
