Publications

The following publications, by one or more of the founders of FACET Innovaitons, are in order by most recent. 

This list was last updated Jan. 2009.

J. Minstrell, R. Anderson, P. Kraus and J. E. Minstrell. (2008). Bridging from Practice to Research and Back: Tools to Support Formative Assessment. In J. Coffey, R. Douglas and C. Sterns (Eds.), Science Assessment: Research and Practical Approaches: NSTA Press.

J. Minstrell and P. A. Kraus. (2007). Applied Research on Implementing Diagnostic Instructional Tools (Final Report for ESI 0435727): National Science Foundation.

J. A. Minstrell and P. A. Kraus. (2005). Guided Inquiry in the Science Classroom. In M. S. Donovan and J. D. Bransford (Eds.), How Students Learn: History, Mathematics, and Science in the Classroom. Washington DC: National Academies Press.

E. Hunt and J. Minstrell. (2004). The DIAGNOSER Project: Formative Assessment in the Service of Learning. Paper presented at the International Association for Educational Assessment,, Philadelphia.

J. Minstrell and R. Anderson. (2003). Comments from the Point of View of Teachers. Issues in Education, 8(2), 189-194.

P. A. Kraus and J. Minstrell. (2002). Designing Diagnostic Assessments. Paper presented at the Physics Education Research Conference, Boise, ID.

J. Minstrell. (2001a). Facets of students' thinking: Designing to cross the gap from research to standards-based practice. In K. Crowley, C. D. Schunn and T. Okada (Eds.), Designing for Science: Implications for Professional, Instructional, and Everyday Science. Mahwah: Lawrence Erlbaum Associates.

J. Minstrell. (2001b). The role of the teacher in making sense of classroom experiences and effecting better learning. In D. Klahr and S. Carver (Eds.), Cognition and Instruction: 25 Years of Progress. Mahwah: Lawrence Erlbaum Associates.

J. Minstrell and P. A. Kraus. (2001). The Teaching and Learning of Physics. In J. Brophy (Ed.), Subject-specific instructional methods and activities (Vol. 8, pp. 215-238). Oxford: Elsevier Science.

A. Feldman and J. Minstrell. (2000). Action research as a research methodology for the study of teaching and learning of science. In A. Kelly, Lesh, R. (Ed.), Handbook of Research Design in Mathematics and Science Education. Mahwah: Lawrence Erlbaum Associates.

J. Minstrell. (2000a). Student Thinking and Related Assessment:  Creating a Facet Assessment-based Learning Environment. In N. Raju, Pellegrino, J., Jones, L., Mitchell, K. (Ed.), Grading the Nation's Report Card:  Research from the Evaluation of NAEP. Washington DC: National Academy Press.

J. Minstrell. (2000b). Implications for Teaching and Learning Inquiry:  A Summary. In J. Minstrell, van Zee, E. (Ed.), Inquiring into Inquiry Learning and Teaching in Science. Washington: American Association for the Advancement of Science.

J. Minstrell and E. van Zee (Eds.). (2000). Inquiring into Inquiry Learning and Teaching in Science. Washington DC: American Association for the Advancement of Science.

A. A. diSessa and J. Minstrell. (1998). Cultivating conceptual change with benchmark lessons. In J. G. Greeno and S. Goldman (Eds.), Thinking practices in mathematics and science learning. Mahwah: Erlbaum Associates.

P. A. Kraus. (1997). Promoting Active Learning in Lecture-Based Courses: Demonstrations, Tutorials, and Interactive Tutorial Lectures. Unpublished Doctor of Philosophy, University of Washington, Seattle.

E. van Zee and J. Minstrell. (1997). Using Questioning to Guide Student Thinking. Journal of the Learning Sciences, 2(6), 227-268.

E. van Zee and J. Minstrell. (1997). Developing Shared Understanding in a Physics Classroom. International Journal of Science Education, 19(2).

E. van Zee and J. Minstrell. (1997a). Reflective discourse: Developing shared understandings in a physics classroom. International Journal of Science Education, 19(2), 209-228.

E. van Zee and J. Minstrell. (1997b). Using questioning to guide student thinking. The Journal of the Learning Sciences, 6(2), 227-269.

E. Hunt and J. Minstrell. (1996). Effective instruction in science and mathematics: Psychological principles and social constraints. Issues in Education, 2(2), 123-162.

J. Minstrell and V. Stimpson. (Ed.). (1996). A classroom environment for learning:  Guiding students' reconstruction of understanding and reasoning. Mahwah: Lawrence Erlbaum Associates.

J. Minstrell and V. Stimpson. (1995). A classroom environment for learning: Guiding students' reconstruction of understanding and reasoning. In R. Glaser, Schauble, L. (Ed.), The contributions of instructional innovation to understanding learning. Boulder, CO: Paper presented at the Conference on Curriculum and Assessment Reform in Education.

E. Hunt and J. Minstrell. (1994). A collaborative classroom for teaching conceptual physics. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge: MIT Press.

A. A. DiSessa and J. Minstrell. (1993). Cultivating conceptual change with benchmark lessons. In J. G. Greeno (Ed.), Thinking Practices.

J. Minstrell and R. Matteson. (1993). Adopting a different view of learners: Effects on curriculum, teachers, and students: Unpublished video.

E. van Zee and J. Minstrell. (1993). Reflective discourse: developing shared understanding in a physics classroom. Paper submitted to the International Journal of Science Education, 1-34.

J. Minstrell. (1992). Facets of students' knowledge and relevant instruction. In R. Duit, F. Goldberg and H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 110-128). Kiel: IPN.

E. van Zee, V. Corey, J. Minstrell, D. Simpson, and V. Stimpson. (1992). Student questioning during a cognitive approach to physics instruction. Paper presented at the annual meeting of the National Association for Research on Science Teaching, Boston, Massachusetts, 1-32.

J. Minstrell. (1990). A teaching system for diagnosing student' conceptions and prescribing relevant instruction. Paper prepared for a session of the American Educational Research Association titled "Classroom perspectives on conceptual change teaching", Boston.

J. Minstrell. (1989). Teaching Science for Understanding. In L. Resnick and L. Klopfer (Eds.), ASCD 1989 Yearbook:  Toward the Thinking Curriculum:  Current Cognitive Research: ASCD.

J. Minstrell. (1988). Teachers' assistants: What could technology make feasible? In R. S. Nickerson and P. P. Zodhiates (Eds.), Technology in education: Looking toward 2020. Hillsdale: Lawrence Erlbaum Associates.

J. Minstrell. (1984). Teaching for the Development of Understanding of Ideas: Forces on Moving Objects. In C. Anderson (Ed.), AETS Yearbook:  Observing Science Classrooms.

J. Minstrell. (1983). Getting the facts straight. The Science Teacher, 50(1), 52-54.

J. Minstrell and C. Smith. (1983). Alternative conceptions and a strategy for change. Science and Children, 21(3), 31-33.

J. Minstrell. (1982a). Explaining the "at rest" condition of an object. The Physics Teacher, 20, 10-14.

J. Minstrell. (1982b). Conceptual Development Research in the Natural Setting of the Classroom. In M. B. Rowe (Ed.), Education for the 80's:  Science: National Education Association.

J. Minstrell. (1978). An Evaluation of the University of Washington Program in Physical Sciences and Science Teaching for Elementary School Teachers. Unpublished Dissertation, University of Washington, Seattle.