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In E. Redish & J. ) The changing role of the physics department in modern universities, Part II. (American Institute of Physics, 1997). pp. 935–957. [10] D. Hestenes, Modeling Software for learning and doing physics. In C. Bernardini, C. Tarsitani & M. ), Thinking Physics for Teaching (Plenum, New York, 1996). pp. 25–66. 41 [11] A. Einstein, Ideas and Opinions (Three Rivers Press, New York, 1985). p. 274. [12] H. Goldstein, Classical Mechanics, Second Edition (Addison-Wesley, Reading MA, 1980).

Wells, D. Hestenes, and G. Swackhamer, “A Modeling Method for High School Physics Instruction,” Am. J. Phys. 63: 606-619 (1995). [4] K. Ericsson & J. ), Toward a general theory of expertise: prospects and limits (Cambridge Univ. Press, Cambridge, 1991). [5] A. Cromer, Connected Knowledge (Oxford, New York, 1997). [6] L. Magnani, N. Nercessian & P. Thagard (Eds). Model-Based Reasoning in Scientific Discovery (Kluwer Academic, Dordrecht/Boston, 1999). [7] H. Doerr, “Integrating the Study of Trigonometry, Vectors and Force Through Modeling,” School Science and Mathematics 96, 407–418 (1996).

Unfortunately, it takes something like three years to develop sufficient proficiency with GA to use it in research (unless one has an exceptionally strong background in mathematical physics). Since GA was not used in any courses besides mine, the students had to get the rest by independent study. This meant an exceptionally long induction time before starting research. Besides, I was acutely aware of the reception they were likely to get for a GA based dissertation. Consequently, I took on only a few of the most dedicated students.

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