Developing a Framework for Analyzing Definitions: A study of The Feynman Lectures

References

• Alonso, M., & Finn, E. J. (1992). Physics. Wokingham: Addison-Wesley.
   Google Scholar
• Arnold, M., & Millar, R. (1994). Children's and lay adults’ views about thermal equilibrium. International Journal of Science Education, 16(4), 405–419. doi: 10.1080/0950069940160403
   Web of Science ®Google Scholar
• Arons, A. B. (1990). Teaching introductory physics. New York: John Wiley and Sons, Inc.
   Google Scholar
• Bartlett, A. A. (1992). The Feynman effect and the boon docs. Physics Today, 45(1), p. 67.
   Google Scholar
• Bauman, R. P. (1992). Physics that textbook writers usually get wrong: II Heat and energy. The Physics Teacher, 30(9), 353–356. doi: 10.1119/1.2343574
   Google Scholar
• Belnap, N. (1993). On rigorous definitions. Philosophical Studies, 72(2/3), 115–146. doi: 10.1007/BF00989671
   Web of Science ®Google Scholar
• Berelson, B. (1952). Content analysis in communications research. Glencoe, IL: Free Press.
   Google Scholar
• Berg, B. L. (2009). Qualitative research methods for the social sciences (7th ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Bloom, B. S., Engelhart, M. D., Hill, H. H., Furst, E. J., & Krathwhol, D. R. (1956). The taxonomy and illustrative materials. In B. S. Bloom (Ed.), Taxonomy of educational objectives. The classification of educational goals, handbook 1: Cognitive domain (pp. 62--197). New York: McKay.
   Google Scholar
• Bloom, J. W. (1995). Assessing and extending the scope of children's contexts of meaning: Context maps as a methodological perspective. International Journal of Science Education, 17(2), 167–187. doi: 10.1080/0950069950170203
   Web of Science ®Google Scholar
• Bridgman, P. W. (1927). The logic of modern physics. New York: MacMillan.
   Google Scholar
• Brookes, D. & Etkina, E. (2009). Force, ontology and language. Physical Review, Special Topics, Physics Education Research, 5, 1–13, article id: 010110.
   Google Scholar
• Brown, G. B. (1960). Gravitational and inertial mass. American Journal of Physics, 28(5), 475–483. doi: 10.1119/1.1935839
   Google Scholar
• Bryce, T. G. K., & MacMillan, K. (2009). Momentum and kinetic energy: Confusable concepts in secondary school physics. Journal of Research in Science Teaching, 46(7), 739–761. doi: 10.1002/tea.20274
   Web of Science ®Google Scholar
• Bunge, M. (1998). Philosophy of science: From problem to theory, Vol. 1. New Brunswick, NJ: Transaction Publishers.
   Google Scholar
• Cellucci, C. (2009). Indiscrete variations on Gian-Carlo Rota's themes. In E. Damiani, O. D'Antona, V. Marra, & F. Palombi (Eds.), From combinatorics to philosophy (pp. 211–227). Berlin: Springer.
   Google Scholar
• Chu, H.-E., Treagust, D. F., Yeo, S., & Zadnik, M. (2012). Evaluation of students’ understanding of thermal concepts in everyday contexts. International Journal of Science Education, 34(10), 1509–1534. doi: 10.1080/09500693.2012.657714
   Web of Science ®Google Scholar
• Coelho, R. L. (2009). On the concept of energy: How understanding its history can improve physics teaching. Science & Education, 18(8), 961–983. doi: 10.1007/s11191-007-9128-0
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
   Google Scholar
• Davidson, W. L. (1885). The logic of definition. London: Elibron Classics.
   Google Scholar
• Davis, R. (2003). The SI unit of mass. Metrologia, 40(6), 299–305. doi: 10.1088/0026-1394/40/6/001
   Web of Science ®Google Scholar
• De Berg, K. C. (2008). The concepts of heat and temperature: The problem of determining the content for the construction of an historical case study which is sensitive to nature of science issues and teaching–learning issues. Science & Education, 17(1), 75–114.
   Google Scholar
• Doige, C. A., & Day, T. (2012). A typology of undergraduate textbook definitions of ‘heat’ across science disciplines. International Journal of Science Education, 34(5), 677–700. doi: 10.1080/09500693.2011.644820
   Web of Science ®Google Scholar
• Duarte, N. (2010). Resonate: Present visual stories that transform audiences. Hoboken, NJ: Wiley.
   Google Scholar
• Duffus, J. H., Templeton, D. M., & Nordberg, M. (2009). Concepts in toxicology. Cambridge: Royal Society of Chemistry.
   Google Scholar
• Duit, R. (1981). Understanding energy as a conserved quantity—Remarks on the article by R. U. Sexl. European Journal of Science Education, 3(3), 291–301. doi: 10.1080/0140528810030306
   Google Scholar
• Duit, R. (1984). Learning the energy concept in school—Empirical results from The Philippines and West Germany. Physics Education, 19(2), 59–66. doi: 10.1088/0031-9120/19/2/306
   Google Scholar
• Duit, R. (1987). Should energy be illustrated as something quasi-material? International Journal of Science Education, 9(2), 139–145. doi: 10.1080/0950069870090202
   Web of Science ®Google Scholar
• Duit, R. (1996). The constructivist view in science education. What it has to offer and what should not be expected from it. Investigações em ensino de ciências, 1(1), 40–75.
   Google Scholar
• Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction—A framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), The world of science education: Science education research and practice in Europe (pp. 13–47). Rotterdam: Sense Publishers.
   Google Scholar
• Eddington, A. S. (1929). Science and the unseen world. New York: The MacMillan Company.
   Google Scholar
• Ekspong, G. (Ed.). (2003). Nobel lectures in physics 1996–2000. Singapore: World Scientific.
   Google Scholar
• Feynman, R. P. (1965a). New textbooks for the “new” mathematics. Engineering and Science, 28(6), 9–15.
   Google Scholar
• Feynman, R. P. (1965b). The character of physical law. Cambridge: MIT Press.
   Google Scholar
• Feynman, R. P. (1969). What is science? The Physics Teacher, 7(6), 313–320. doi: 10.1119/1.2351388
   Google Scholar
• Feynman, R. P. (1985). QED: The strange theory of light and matter. Princeton: Princeton University Press.
   Google Scholar
• Feynman, R. P. (1995). Lectures on gravitation (B. Hatfield, Ed.). Reading, MA: Addison Wesley.
   Google Scholar
• Feynman, R. P. (1997). Surely, you're Joking, Mr Feynman. New York: Norton.
   Google Scholar
• Feynman, R. P. (1998). The meaning of it all: Thoughts of a citizen scientist. Reading, MA: Addison-Wesley.
   Google Scholar
• Feynman, R. P. (1999). The pleasure of finding things out: The best short works of Richard P. Feynman. Cambridge: Perseus Books.
   Google Scholar
• Feynman, R. P. (2005). Perfectly reasonable deviations from the Beaten track: The letters of Richard P. Feynman (M. Feynman, Ed., p. 396). New York: Basic Books.
   Google Scholar
• Feynman, R. P., Leighton, R. B., & Sands, M. (1963). The Feynman lectures on physics vol I. Reading, MA: Addison-Wesley.
   Google Scholar
• Feynman, R. P., Leighton, R. B., & Sands, M. (1964). The Feynman lectures on physics vol II. Reading, MA: Addison-Wesley.
   Google Scholar
• Feynman, R. P., Leighton, R. B., & Sands, M. (1966). The Feynman lectures on physics vol III. Reading, MA: Addison-Wesley.
   Google Scholar
• Feynman, R. P., Leighton, R. B., & Sands, M. (2006). The Feynman lectures on physics including Feynman's tips on physics: The definitive and extended edition (2nd ed.). Glenview, IL: Pearson Addison-Wesley.
   Google Scholar
• Galili, I. (2001). Weight versus gravitational force: Historical and educational perspectives. International Journal of Science Education, 23(10), 1073–1093. doi: 10.1080/09500690110038585
   Web of Science ®Google Scholar
• Galili, I., & Hazan, A. (2000). Learners’ knowledge in optics: Interpretation, structure and analysis. International Journal of Science Education, 22(1), 57–88. doi: 10.1080/095006900290000
   Web of Science ®Google Scholar
• Galili, I., & Lehavi, Y. (2006). Definitions of physical concepts: A study of physics teachers’ knowledge and views. International Journal of Science Education, 28(5), 521–541. doi: 10.1080/09500690500338847
   Web of Science ®Google Scholar
• Gilbert, J. K., & Watts, D. M. (1983). Concepts, misconceptions and alternative conceptions: Changing perspectives in science education. Studies in Science Education, 10(1), 61–98. doi: 10.1080/03057268308559905
   Google Scholar
• Gilbert, J. K., & Zylbersztajn, A. (1985). A conceptual framework for science education: The case study of force and movement. International Journal of Science Education, 7(2), 107–120.
   Web of Science ®Google Scholar
• Gleick, J. (1992). Genius: The life and science of Richard Feynman. London: Little, Brown & Company.
   Google Scholar
• Goodstein, D. L. (1989). Richard P. Feynman, teacher. Physics Today, 42(2), 70–75. doi: 10.1063/1.881195
   Web of Science ®Google Scholar
• Griffiths, D. J. (1998). Introduction to electrodynamics (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Hecht, E. (2006). There is no really good definition of mass. The Physics Teacher, 44(1), 40–45. doi: 10.1119/1.2150758
   Google Scholar
• Heisenberg, W. (1958/1999). Physics and philosophy: The revolution in modern science. New York: Prometheus.
   Google Scholar
• Hengeveld, R. (2011). Definitions of life are not only unnecessary, but they can do harm to understanding. Foundations of Science, 16(4), 323–325. doi: 10.1007/s10699-010-9208-5
   Web of Science ®Google Scholar
• Hewson, M. G., & Hamlyn, D. (1984). The influence of intellectual environment on conceptions of heat. European Journal of Science Education, 6(4), 254–262.
   Google Scholar
• Hewson, P. W., & Olsen, T. P. (1994). Qualitative physics and students’ ideas: A physics teacher's story. International Journal of Science Education, 16(5), 563–573. doi: 10.1080/0950069940160506
   Web of Science ®Google Scholar
• Hung, W., & Jonassen, D. H. (2006). Conceptual understanding of causal reasoning in physics. International Journal of Science Education, 28(13), 1601–1621. doi: 10.1080/09500690600560902
   Web of Science ®Google Scholar
• Ingham, W. H. (2000). A consistent sign convention for work. The Physics Teacher, 38(3), 160–161. doi: 10.1119/1.880483
   Google Scholar
• Iona, M. (1964). Letters to the editor: How precise shall we be? The Physics Teacher, 2(5), 226. doi: 10.1119/1.2350792
   Google Scholar
• Itza-Ortiz, S. F., Rebello, N. S., Zollman, D. A., & Rodriguez-Achach, M. (2003). The vocabulary of introductory physics and its implications for learning physics. The Physics Teacher, 41(9), 330–336. doi: 10.1119/1.1607802
   Google Scholar
• Jackson, J. D. (1999). Classical electrodynamics (3rd ed.). New York: Wiley.
   Google Scholar
• Jacobs, G. (1989). Word usage misconceptions among first-year university physics students. International Journal of Science Education, 11(4), 395–399. doi: 10.1080/0950069890110404
   Web of Science ®Google Scholar
• Jammer, M. (1957). Concepts of force. Cambridge, MA: Harvard University Press.
   Google Scholar
• Klausmeier, H. J. (1990). Conceptualizing. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 93–138). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
   Google Scholar
• Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: The University of Chicago Press.
   Google Scholar
• Lancor, R. A. (2014). Using student-generated analogies to investigate conceptions of energy: A multidisciplinary study. International Journal of Science Education, 36(1), 1–23. doi: 10.1080/09500693.2012.714512
   Web of Science ®Google Scholar
• Lederman, N. G., Abd-El-Khalick, F., Bell, B. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521. doi: 10.1002/tea.10034
   Web of Science ®Google Scholar
• Leonard, B. P. (2010). Comments on recent proposals for redefining the mole and kilogram. Metrologia, 47(3), L5–L8. doi: 10.1088/0026-1394/47/3/L01
   Google Scholar
• Levary, D., Eckmann, J.-P., Moses, E., & Tlusty, T. (2012). Loops and self-reference in the construction of dictionaries. Physical Review X, 2(3), 1–10, 031018. doi: 10.1103/PhysRevX.2.031018
   Web of Science ®Google Scholar
• Lewis, E. L., & Linn, M. C. (1996). Where is the heat? A response to David Pushkin. Journal of Research in Science Teaching, 33(3), 335–337.
   Google Scholar
• Lindsey, B. A., Heron, P. R. L., & Shaffer, P. S. (2012). Student understanding of energy: Difficulties related to systems. American Journal of Physics, 80(2), 154–163. doi: 10.1119/1.3660661
   Web of Science ®Google Scholar
• Logan, D. C. (2009). Known knowns, known unknowns, unknown unknowns and the propagation of scientific enquiry. Journal of Experimental Botany, 60(3), 712–714. doi: 10.1093/jxb/erp043
   PubMed Web of Science ®Google Scholar
• Marzano, R. J. (2009). The art and science of teaching: Six steps to better vocabulary instruction. Educational Leadership, 67(1), 84–85.
   Google Scholar
• Morin, D. (2007). Introduction to classical mechanics. New York: Cambridge University Press.
   Google Scholar
• Munson, R., Conway, D., & Black, A. (2004). The elements of reasoning (4th ed.). Belmont: Thomson.
   Google Scholar
• Murdoch, D. (1989). Niels Bohr's philosophy of physics. Cambridge: Cambridge University Press.
   Google Scholar
• Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Newton, I. (1687/1995). The principia. (A. Motte, Trans.). New York: Prometheus.
   Google Scholar
• Pardhan, H., & Bano, Y. (2001). Science teachers’ alternate conceptions about direct-currents. International Journal of Science Education, 23(3), 301–318. doi: 10.1080/095006901750066538
   Web of Science ®Google Scholar
• Pascal, B. (1657/2000). The spirit of geometry. In J. C. Sager (Ed.), Essays on definition (pp. 95–107). Amsterdam: John Benjamins B. V.
   Google Scholar
• Poincaré, H. (1898/2003). “La mesure du temps”. In L. M. Dolling, A. F. Gianelli, & G. N. Statile (Eds.), The test of time: Readings in the development of physical theory (pp. 289–299). Princeton: Princeton University Press.
   Google Scholar
• Poincaré, H. (1952). Science and hypothesis. Mineola, NY: Dover.
   Google Scholar
• Purcell, E. M. (1963). Electricity and magnetism. New York: McGraw-Hill.
   Google Scholar
• Pushkin, B. D. (1997). Scientific terminology and context: How broad or narrow are our meanings? Journal of Research in Science Teaching, 34(6), 661–668. doi: 10.1002/(SICI)1098-2736(199708)34:6<661::AID-TEA8>3.0.CO;2-L
   Web of Science ®Google Scholar
• Rips, L. J. (2002). Circular reasoning. Cognitive Science, 26(6), 767–795. doi: 10.1207/s15516709cog2606_3
   Web of Science ®Google Scholar
• Rodrigues, S., & Thompson, I. (2001). Cohesion in science lesson discourse: Clarity, relevance and sufficient information. International Journal of Science Education, 23(9), 929–940. doi: 10.1080/09500690010025076
   Web of Science ®Google Scholar
• Ruchlis, H. (1964). Letters to the editor: How precise shall we be? The Physics Teacher, 2(4), 175. doi: 10.1119/1.2350770
   Google Scholar
• Saeed, J. I. (2003). Semantics (2nd ed.). Oxford: Blackwell.
   Google Scholar
• Sandin, T. R. (1991). In defense of relativistic mass. American Journal of Physics, 59(11), 1032–1036. doi: 10.1119/1.16642
   Web of Science ®Google Scholar
• Sands, M. (2005). Capturing the wisdom of Feynman. Physics Today, 58(4), 49–55. doi: 10.1063/1.1955479
   Web of Science ®Google Scholar
• Schmidt, H. J. (2008). Structuralism in physics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/archives/fall2008/entries/physics-structuralism/
   Google Scholar
• Schmidt, H.-J., & Volke, D. (2003). Shift of meaning and students’ alternative concepts. International Journal of Science Education, 25(11), 1409–1424. doi: 10.1080/0950069022000038240
   Web of Science ®Google Scholar
• Slisko, J., & Dykstra, D. I. (1997). The role of scientific terminology in research and teaching: Is something important missing? Journal of Research in Science Teaching, 34(6), 655–660. doi: 10.1002/(SICI)1098-2736(199708)34:6<655::AID-TEA7>3.0.CO;2-M
   Web of Science ®Google Scholar
• Smith, H. W. (1975). Strategies of social research. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Stabler, H. P. (1967). COLLEGE: Teaching from Feynman. Physics Today, 20(3), 47–50. doi: 10.1063/1.3034227
   Google Scholar
• Strömdahl, H., Tullberg, A., & Lybeck, L. (1994). The qualitatively different conceptions of 1 mol. International Journal of Science Education, 16(1), 17–26. doi: 10.1080/0950069940160102
   Web of Science ®Google Scholar
• Suzuki, M. (2005). Social metaphorical mapping of the concept of force “CHI-KA-RA” in Japanese. International Journal of Science Education, 27(15), 1773–1804. doi: 10.1080/09500690500206507
   Web of Science ®Google Scholar
• Swendsen, R. H. (2011). How physicists disagree on the meaning of entropy. American Journal of Physics, 79(4), 342–348. doi: 10.1119/1.3536633
   Web of Science ®Google Scholar
• Sykes, C. (1994). No ordinary genius: The illustrated Richard Feynman. New York: W. W. Norton & Co.
   Google Scholar
• Thomaz, M. F., Malaquias, I. M., Valente, M. C., & Antunes, M. J. (1995). An attempt to overcome alternative conceptions related to heat and temperature. Physics Education, 30(1), 19–26. doi: 10.1088/0031-9120/30/1/004
   Google Scholar
• Tisza, L. (1963). The conceptual structure of physics. Reviews of Modern Physics, 35(1), 151–185. doi: 10.1103/RevModPhys.35.151
   Web of Science ®Google Scholar
• Treagust, D. F., & Harrison, A. G. (2000). In search of explanatory frameworks: An analysis of Richard Feynman's lecture ‘Atoms in Motion’. International Journal of Science Education, 22(11), 1157–1170. doi: 10.1080/09500690050166733
   Web of Science ®Google Scholar
• Tseitlin, M., & Galili, I. (2005). Teaching physics in looking for its self: From a physics-discipline to a physics-culture. Science & Education, 14(3–5), 235–261. doi: 10.1007/s11191-004-7943-0
   Google Scholar
• Vacca, J. R. (2004). The world's 20 greatest unsolved problems. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Van Roon, P. H., van Sprang, H. F., & Verdonk, A. H. (1994). ‘Work’ and ‘heat’: On a road towards thermodynamics. International Journal of Science Education, 16(2), 131–144. doi: 10.1080/0950069940160203
   Web of Science ®Google Scholar
• Warren, J. W. (1972). The teaching of the concept of heat. Physics Education, 7(1), 41–44. doi: 10.1088/0031-9120/7/1/309
   Google Scholar
• Warren, J. W. (1982). The nature of energy. European Journal of Science Education, 4(3), 295–297. doi: 10.1080/0140528820040308
   Google Scholar
• Weyl, H. (1952). Symmetry. Princeton: Princeton University Press.
   Google Scholar
• Williams, H. T. (1999). Semantics in teaching introductory physics. American Journal of Physics, 67(8), 670–680. doi: 10.1119/1.19351
   Web of Science ®Google Scholar
• Witmer, E. E., & Bushkovitch, A. V. (1937). On the lack of logic in the literature of physics. American Journal of Physics, 5(4), 145–149. doi: 10.1119/1.1991212
   Google Scholar
• Wong, C. L., Chu, H. E., & Yap, K. C. (2012, October 18–20). The problems of circularity in defining physical concept. Proceedings for the first IHPST regional conference in Asia, Seoul, pp. 155–163.
   Google Scholar
• Wong, C. L., & Yap, K. C. (2012). Can definitions contribute to alternative conceptions?: A meta-study approach. Journal of the Korean Association for Science Education, 32(8), 1295–1317.
   Google Scholar
• Worthing, A. G. (1938). A simple test for the preciseness of a definition of a physical term or quantity. American Journal of Physics, 6(2), 59–61. doi: 10.1119/1.1991279
   Google Scholar
• Yager, R. E. (1983). The importance of terminology in teaching K-12 Science. Journal of Research in Science Teaching, 20(6), 577–588. doi: 10.1002/tea.3660200610
   Web of Science ®Google Scholar
• Zimmerman, C., & Cuddington, K. (2007). Ambiguous, circular and polysemous: Students’ definitions of the “balance of nature” metaphor. Public Understanding of Science, 16(4), 393–406. doi: 10.1177/0963662505063022
   Web of Science ®Google Scholar