Arons 4.1-4.5 and 4.8-4.9

SOCS-P:  Student critical thinking and reasoning can be cultivated through practice and made more engaging by using situations involving students' everyday experiences.
(Arons)

Modeling Method for Physics Teachers

SOCS-P:  Students learn best from activities that engage them however the teacher should ensure that the students make sense of their new experiences to build foundation knowledge, overcome misconceptions, etc.
(Hestenes)

Quick Before It Dries: Setting the Pattern for Active Participation from Day One

SOCS-I:  Like other first day of school activities, it should be a priority to set the tone and environment for active and effective student participation in the classroom.

Arons 3.16, 3.17, 3.20-3.24

SOCS-I:  A lot of good tips here, from gravity to having the students to examine forces in the interior of an object to friction preconceptions to problem solving strategies.

Arons 3.1-3.12

SOCS-P:  Preconceptions in this area (Dynamics) are deep rooted and highly resistant to change.  Further it is imperative to be aware of the misuse of terms like inertia, mass, force, momentum, etc.

A Modeling Method for High School Physics Instruction

SOCS-I:   One key for execution of the Modeling Cycle is for the teacher to be remain unobtrusive in the class but balanced with being in control of the class agenda and keeping the students engaged and focused.
 (Wells, Hestenes, Swackhamer)

Unit 1 - Preconceptions in Mechanics

SOCS-I:  It is important to have the students think about similarities and differences between the target problem and the bridging and anchoring examples.  (Camp and Clement)

Explaining the "at rest" condition...

SOCS-I:  This article is an excellent example of how to change students' conceptual understandings of something as basic a object at rest.   This topic is worth taking time to deep dive into as it is the foundation on which the rest of force and motion concepts are built upon.  (Minstrell)

Arons 2.8-2.19

SOCS-I:  Like stressed in prior sections, it is imperative that we be acutely aware of student's prior knowledge and perceptions when exploring and developing kinematic concepts.

Learning and Instruction in Pre-College Physical Science

SOCS-P  I think all teachers want to promote "higher order thinking" but the problem is that it requires the student to invoke "considerable mental effort" to achieve this.   Maybe more time spent deep diving into less topics?  (Mestre)

Two Approaches to Learning Physics

SOCS-I  The challenge is to question what conceptions did my course support and what I did to challenge them.  (Hammer)

Arons 2.1-2.7

SOCS - I:   Students need assistance in connecting graphs of position or motion with actual or visualized motions, especially with concrete thinkers.  (Arons)

Wherefore a science of teaching

SOCS-P:  Not surprisingly, teachers should know the cognitive levels (i.e. concrete v. formal thinkers) of their students and match their teaching methods accordingly.  (Hestenes)

Arons 1.1-1.12 and 1.17-1.18

SOCS-P:  It is pretty clear that students need the opportunity to learn and practice working with abstract functional relationships in order to advance critical thinking on a variety of subjects.  (Arons)

How we teach and how students learn...

SOCS-I:   Interesting note in the article that once equations are introduced, the physics thinking stops and focus is on the equation or formula.  Something to keep in mind.  (McDermott)

FCI Test

Took the FCI Test.  I like this survey because it tests concepts rather than getting into the details of formulas and numbers.  It looks for a lot of misconceptions with respect to forces and motion.