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William Gerace

Dr. Gerace earned his bachelor’s in physics from Massachusetts Institute of Technology in 1963 and his doctorate in physics from Princeton in 1967. His research interests include theoretical nuclear physics, problem solving, cognitive processes in math and science education, and professional development for teachers. In the course of his career, he has served as principal investigator or co-PI on research projects that have received about $8 million in grant support.

There are 5 included publications by William Gerace :

TitleDateViewsBrief Description
Designing effective questions for classroom response system teaching 2006 299 Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom re...
Probing physics students’ conceptual knowledge structures through term association 2002 165 Traditional tests are not effective tools for diagnosing the content and structure of students’ knowledge of physics. As a possible alternative, a set of term-association tasks ~the ConMap tasks! was developed to probe the interconnections within s...
Teaching vs. Learning: Changing Perspectives on Problem Solving in Physics Instruction 2005 423 Problem solving is central to physics instruction. Results from Physics Education Research (PER), however, demonstrate that traditional ways of teaching with problem solving are inefficient and ineffective for promoting true physics expertise. PER...
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology 2008 489 Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogical approach to secondary and post-secondary science instruction that uses classroom response system technology to teach in accord with educational research findings ab...
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology 2009 446 Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. T...