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.