- Physical Review Journals
All JournalsPhysics Magazine

Physical Review Physics Education Research

Reuse & Permissions

It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 4.0 International license. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

Export citation

Export citation

Choose format for download:

Download Citation
  • Open Access

Developing and assessing research-based, resources-oriented instructional materials: Attending to conceptual resources in (ACORN) physics tutorials

Amy D. Robertson1,*, Lisa M. Goodhew1,†, Lauren C. Bauman2,‡, Anne T. Alesandrini2,§, and Paula R. L. Heron2,∥

  • *Contact author: robertsona2@spu.edu, she/her
  • †Contact author: goodhewlisa@gmail.com, she/her
  • ‡Contact author: bauman.c.lauren@gmail.com, she/her
  • §Contact author: aadrini@uw.edu, they/them
  • ∥Contact author: pheron@uw.edu, she/her
PDF

Phys. Rev. Phys. Educ. Res. 21, 020138 – Published 27 October, 2025

DOI: https://doi.org/10.1103/zsqv-4py5

Abstract

In this paper, we describe the development and preliminary assessment of ACORN Physics Tutorials, which are designed to elicit and build on common conceptual resources for understanding physics. We articulate our design principles and instructional commitments and how these bear out in the specifics of one ACORN Physics Tutorial about electric circuits. We describe preliminary results from research on the implementation of the circuits ACORN Physics Tutorials. Namely, we observe students’ sensemaking in real time as they complete worksheets; we document shifts in students’ performance and use of specific conceptual resources from pre- to postinstruction using ACORN Physics Tutorials; and we show that students generally perceive their ideas to have mattered as they work with their peers on these worksheets. We hope these results can inform instructor decision making about the appropriateness of ACORN Physics Tutorials for their local contexts.

View figure in article

Physics Subject Headings (PhySH)

Article Text

Supplemental Material

References (60)

  1. R. J. Beichner, An introduction to physics education research, in Getting Started in PER (2009), Vol. 2, https://www.per-central.org/items/detail.cfm?ID=8806.
  2. J. L. Docktor and J. P. Mestre, Synthesis of discipline-based education research in physics, Phys. Rev. ST Phys. Educ. Res. 10, 0202119 (2014).
  3. L. C. McDermott and E. F. Redish, Resource letter: PER-1: Physics education research, Am. J. Phys. 67, 755 (1999).
  4. J. P. Smith III, A. A. diSessa, and J. Roschelle, Misconceptions reconceived: A constructivist analysis of knowledge in transition, J. Learn. Sci. 3, 115 (1993).
  5. R. Driver and B. Bell, Students’ thinking and the learning of science: A constructivist view, Sch. Sci. Rev. 67, 443 (1986).
  6. L. McDermott, A view from physics, in Toward a Scientific Practice of Science Education, edited by M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa, and E. Stage (Lawrence Erlbaum Associates, Hillsdale, NJ, 1990), pp. 3–30.
  7. A. Boudreaux and A. Elby, How curriculum developers’ cognitive theories influence curriculum development, Phys. Rev. Phys. Educ. Res. 16, 020144 (2020).
  8. D. Hammer, Student resources for learning introductory physics, Am. J. Phys. 68, S52 (2000).
  9. A. Elby, Helping physics students learn how to learn, Am. J. Phys. 69, S54 (2001).
  10. E. Duckworth, The Having of Wonderful Ideas and Other Essays on Teaching and Learning, 3rd ed. (Teachers College Press, New York, NY, 2006).
  11. T. O. B. Odden and R. S. Russ, Defining sensemaking: Bringing clarity to a fragmented theoretical construct, Sci. Educ. 103, 187 (2018).
  12. L. Z. Jaber, L. Atkins, A. Elby, and E. Suárez, Affect in physics learning: Entanglement with cognition, and learning goals, in International Handbook of Physics Education Research: Learning Physics, edited by M. F. Tasar and P. R. L. Heron (AIP Publishing LLC, 2023), https://pubs.aip.org/books/monograph/148/The-International-Handbook-of-Physics-Education.
  13. S. Kanim and X. C. Cid, The demographics of physics education research, Phys. Rev. Phys. Educ. Res. 16, 020106 (2020).
  14. D. Hammer and E. van Zee, Seeing the Science in Children’s Thinking: Case Studies of Student Inquiry in Physical Science (Heinemann, Portsmouth, NH, 2006).
  15. B. W. Harrer, V. J. Flood, and M. C. Wittmann, Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts, Phys. Rev. ST Phys. Educ. Res. 9, (2013).
  16. A. D. Robertson, L. M. Goodhew, L. C. Bauman, B. Hansen, and A. T. Alesandrini, Identifying student conceptual resources for understanding physics: A practical guide for researchers, Phys. Rev. Phys. Educ. Res. 19, 020138 (2023).
  17. D. Hammer, Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?, J. Learn. Sci. 5, 97 (1996).
  18. A. A. diSessa, Toward an epistemology of physics, Cognit. Instr. 10, 105 (1993).
  19. B. W. Harrer, Identifying productive resources in secondary school students’ discourse about energy, Ph.D. thesis, University of Maine, 2013.
  20. D. E. Brown and D. Hammer, Conceptual change in physics, in International Handbook of Research on Conceptual Change, edited by S. Vosniadou (Taylor and Francis, Inc., New York, NY, 2008), pp. 127–154.
  21. E. F. Redish, A theoretical framework for physics education research: Modeling student thinking, in Proceedings of the Enrico Fermi Summer School, Course CLVI, edited by E. Redish and M. Vicentini (Italian Physical Society, Amsterdam, 2004).
  22. D. Hammer, A. Elby, R. E. Scherr, and E. F. Redish, Resources, framing, and transfer, in Transfer of Learning from a Modern Multidisciplinary Perspective, edited by J. P. Mestre (Information Age Publishing, Inc., 2005), pp. 89–119.
  23. T. O. B. Odden, How conceptual blends support sensemaking: A case study from introductory physics, Sci. Educ. 105, 989 (2021).
  24. R. E. Scherr, Modeling student thinking: An example from special relativity, Am. J. Phys. 75, 272 (2007).
  25. L. M. Goodhew, A. D. Robertson, P. R. L. Heron, and R. E. Scherr, Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves, Phys. Rev. Phys. Educ. Res. 17, 010137 (2021).
  26. L. C. Bauman, B. Hansen, L. M. Goodhew, and A. D. Robertson, Student resources for understanding circuits, Phys. Rev. Phys. Educ. Res. 20, 020128 (2024).
  27. L. C. Bauman, J. Corcoran, L. M. Goodhew, and A. D. Robertson, Identifying student conceptual resources for understanding electric current, presented at PER Conf. 2020, Virtual Conference, 10.1119/perc.2020.pr.Bauman.
  28. National Center for Educational Statistics, Undergraduate enrollment (2023), https://nces.ed.gov/programs/coe/indicator/cha.
  29. Equality of Opportunity Project (n.d.), https://opportunityinsights.org/.
  30. A. D. Robertson, R. Mondesir, V. N. Vélez, S. E. Stella, T. Huynh, and N. S. Bell, How racism shapes enrollment in introductory physics: A quantcrit analysis, race, ethnicity, and education (to be published).
  31. S. E. Stella, A. D. Robertson, and V. N. Vélez, Considerations for collecting racial demographics data in physics education research, presented at PER Conf. 2024, Boston, MA, 10.1119/perc.2024.pr.Stella.
  32. L. C. McDermott, P. S. Shaffer, and Physics Education Group at UW, Tutorials in Introductory Physics, Preliminary (Prentice Hall College Division, 2011).
  33. K. E. Weick, Sensemaking in Organizations (SAGE Publications, Inc., Thousand Oaks, CA, 1995).
  34. C. D. Allen and Wi. R. Penuel, Studying teachers’ sensemaking to investigate teachers’ responses to professional development focused on new standards, J. Teach. Educ. 66, 136 (2015).
  35. C. E. Coburn, Collective sensemaking about reading: How teachers mediate reading policy in their professional communities, Educ. Eval. Policy Anal. 23, 145 (2001).
  36. E. Ketelaar, D. Beijaard, H. P. A. Boshuizen, and P. J. den Brok, Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency, Teach. Teach. Educ. 28, 273 (2012).
  37. V. März and G. Kelchtermans, Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum, Teach. Teach. Educ. 29, 13 (2013).
  38. J. P. Spillane, B. J. Reiser, and T. Reimer, Policy implementation and cognition: Reframing and refocusing implementation research, Rev. Educ. Res. 72, 387 (2002).
  39. K. E. Weick, K. M. Sutcliffe, and D. Obstfeld, Organizing and the process of sensemaking, Organ. Sci. 16, 409 (2005).
  40. T. O. B. Odden and R. S. Russ, Charges are everywhere: A case of student sensemaking about electric current, presented at PER Conf. 2018, Cincinnati, OH, 10.1119/perc.2017.pr.065.
  41. F. Erickson, Qualitative methods in research on teaching, in Handbook of Research on Teaching, edited by M. C. Wittrock (Macmillan, New York, 1986), pp. 119–161.
  42. R. K. Yin, Case study methods, in Handbook of Complementary Methods in Education Research, edited by J. L. Green, G. Camilli, and P. B. Elmore (Lawrence Erlbaum Associates, Mahwah, NJ, 2006), pp. 111–122.
  43. R. Cohen, B. Eylon, and U. Ganiel, Potential difference and current in simple electric circuits: A study of students’ concepts, Am. J. Phys. 51, 407 (1983).
  44. P. Engelhardt and R. Beichner, Students’ understanding of direct current resistive electrical circuits, Am. J. Phys. 72, 98 (2004).
  45. L. C. McDermott and P. S. Shaffer, Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding, Am. J. Phys. 60, 994 (1992).
  46. P. M. Heller and F. N. Finley, Variable uses of alternative conceptions: A case study in current electricity, J. Res. Sci. Teach. 29, 259 (1992).
  47. D. Smith and P. van Kampen, Teaching electric circuits with multiple batteries: A qualitative approach, Phys. Rev. ST Phys. Educ. Res. 7, 020115 (2011).
  48. D. M. Shipstone, A study of children’s understanding of electricity in simple DC circuits, Eur. J. Sci. Educ. 6, 185 (1984).
  49. A. D. Robertson, L. C. Bauman, Y. M. Abraham, B. Hansen, H. Tran, and L. M. Goodhew, Resources-oriented instruction: What does it mean, and what might it look like?, Am. J. Phys. 90, 529 (2022).
  50. L. M. Goodhew, A. D. Robertson, P. R. L. Heron, and R. E. Scherr, Examining the productiveness of student resources in a problem-solving interview, presented at PER Conf. 2018, Washington, DC, 10.1119/perc.2018.pr.Goodhew.
  51. J. C. Owen, L. M. Goodhew, and B. Hansen, “Which has more energy?” An example of responsive teaching in university physics, presented at PER Conf. 2023, Sacramento, CA, 10.1119/perc.2023.pr.Owen.
  52. A. K. Snow, P. R. L. Heron, L. C. Bauman, A. D. Robertson, and L. M. Goodhew, A case in which canonically incorrect ideas do not hinder conceptual progress in introductory physics, presented at PER Conf. 2023, Sacramento, CA, 10.1119/perc.2023.pr.Snow.
  53. See Supplemental Material at http://link.aps.org/supplemental/10.1103/zsqv-4py5 for more detailed information.
  54. E. F. Redish, J. M. Saul, and R. N. Steinberg, Student expectations in introductory physics, Am. J. Phys. 66, 212 (1998).
  55. W. K. Adams, K. K. Perkins, N. S. Podolefsky, M. Dubson, N. D. Finkelstein, and C. E. Wieman, New instrument for measuring student beliefs about physics and learning physics: The Colorado learning attitudes about science survey, Phys. Rev. ST Phys. Educ. Res. 2, 010101 (2006).
  56. M. DeMonbrun, C. J. Finelli, M. Prince, M. Borrego, P. Shekhar, C. Henderson, and C. Waters, Creating an instrument to measure student response to instructional practices, J. Eng. Educ. 106, 273 (2017).
  57. A. T. Alesandrini, P. R. L. Heron, C. Mathis, A. D. Robertson, and J. C. Owen, Instructional materials design and students’ feelings about their ideas, Phys. Rev. Phys. Educ. Res. (to be published).
  58. L. Z. Jaber and D. Hammer, Engaging in science: A feeling for the discipline, J. Learn. Sci. 25, 156 (2016).
  59. Land Acknowledgment, Seattle Pacific University (n.d.), https://spu.edu/diversity/land-acknowledgement.
  60. Native Life and Tribal Relations, University of Washington (n.d.), https://www.washington.edu/diversity/tribal-relations/.

Outline

Information

Phys. Rev. Phys. Educ. Res. 21, 020138– Published 27 October, 2025
  • Received 13 September 2024
  • Revised 22 June 2025
  • Accepted 8 August 2025
Crossmark - Check for updates button
Creative Commons Logo

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Sign In to Your Journals Account

Filter

Filter

Article Lookup

Enter a citation