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Interactive model-based education: An alternative to outcomes-based education in physics. (1998). South African Journal of Science, 94.
Schematic concepts for schematic models of the real world: The Newtonian concept of force. (1998). Science Education, 82(2). 239-263.
Schematic modeling for meaningful understanding of physics. (1996). Journal of Research in Science Teaching, 33 (9), 1019-1041.
Modeling instruction in mechanics [D. Hestenes, coauthor]. (1987). American Journal of Physics, 55, 455462.
Views About Sciences Survey (VASS) synopsis.
Interpreting VASS dimensions and profiles
[D. Hestenes, co-author]. (1998). Science & Education, 7(5).
Views about science and physics achievement:
The VASS story. (1997). In E.F. Redish & J.S. Rigden (eds.). The
changing role of physics departments in modern universities. Proceedings
of ICUPE. College Park, Maryland: American Institute of Physics Press.
The search for conceptual coherence in FCI data [D. Hestenes, coauthor]. Working paper.
Interpreting the Force Concept Inventory [coauthor with D. Hestenes]. (1995). The Physics Teacher, 33 (8), 502-506.
Connaissances d'élèves du secondaire sur la charge électrique [M.M. Assy, coauthor]. (1989). Lebanese Journal of Science & Mathematics Education, 2 (1), 811.
Compétence en mathématiques des étudiants de physique (1988). Lebanese Journal of Science & Mathematics Education, 1 (2), 2123.
The initial knowledge state of college physics students [D. Hestenes, coauthor]. (1985). American Journal of Physics, 53, 10561055.
Common sense concepts about motion [D. Hestenes, coauthor]. (1985). American Journal of Physics, 53, 10431055. This article includes the Mechanics Diagnostic Test.
The last two articles are the Most Memorable Articles of 1985 in AJP. cf. American Journal of Physics, (1993), 61, 103105.