Literature on Feynman diagrams in physics education

On this page I'm starting to create a collection of the most important literature for my Feynman diagram project.

Use cases of Feynman diagrams in physics education

The following papers present ideas how Feynman diagrams could be explained and/or used in physics education:

Most of them are reviewed in:

Design-Based Research (DBR) approach

My research follows the "Design-Based Research" approach which means that theoretical considerations guide the formulation of design principles, both on a general and a domain-specific level and these design principles are then used as heuristics to create learning environments.  A good overview of this approach is given in this article:

A nice description of a very thoroughly planned and executed example for Design-Based research is given by this article which summarizes around 6 years of work on designing and implementing a curriculum for introductory optics:

  • Haagen-Schützenhöfer, C., & Hopf, M. (2020). Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics. Physical Review Physics Education Research, 16(2), 020152. https://doi.org/10.1103/PhysRevPhysEducRes.16.020152

Frameworks for explanatory videos

The following papers are on the research on how to do effective science explanations and - in particular - explanatory videos:

  • Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125

  • Geelan, D. (2012). Teacher Explanations. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Hrsg.), Second International Handbook of Science Education (S. 987–999). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_65

  • Kulgemeyer, C. (2020). A Framework of Effective Science Explanation Videos Informed by Criteria for Instructional Explanations. Research in Science Education, 50(6), 2441–2462. https://doi.org/10.1007/s11165-018-9787-7

  • Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. Journal of Research in Science Teaching, 55(10), 1393–1418. https://doi.org/10.1002/tea.21457

Multimedia Learning

The standard theory on Multimedia learning is the "Cognitive Theory of Multimedia Learning":

There is a large body of research on learning with multiple representations in physics education (and education in general):

  • Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2), 131–152. https://doi.org/10.1016/S0360-1315(99)00029-9
  • Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001
  • Opfermann, M., Schmeck, A., & Fischer, H. E. (2017). Multiple Representations in Physics and Science Education – Why Should We Use Them? In D. F. Treagust, R. Duit, & H. E. Fischer (Hrsg.), Multiple Representations in Physics Education (S. 1–22). Springer International Publishing. https://doi.org/10.1007/978-3-319-58914-5_1
  • Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141–156. https://doi.org/10.1016/S0959-4752(02)00017-8

An important perspective on the topic is put by Martina Rau describing the representation dilemma:

  • Rau, M. A. (2017). Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning. Educational Psychology Review, 29(4), 717–761. https://doi.org/10.1007/s10648-016-9365-3

A rather new perspective on the topic is taken using the "Social Semiotics" approach:

  • Airey, J., & Linder, C. (2017). Social Semiotics in University Physics Education. In D. F. Treagust, R. Duit, & H. E. Fischer (Hrsg.), Multiple Representations in Physics Education (S. 95–122). Springer International Publishing. https://doi.org/10.1007/978-3-319-58914-5_5
  • Eriksson, U. (2019). Disciplinary discernment: Reading the sky in astronomy education. Physical Review Physics Education Research, 15(1), 010133. https://doi.org/10.1103/PhysRevPhysEducRes.15.010133
  • Fredlund, T., Linder, C., Airey, J., & Linder, A. (2014). Unpacking physics representations: Towards an appreciation of disciplinary affordance. Physical Review Special Topics - Physics Education Research, 10(2), 020129. https://doi.org/10.1103/PhysRevSTPER.10.020129

Eye Tracking in Physics Education Research

Eye Tracking has become an important tool to investigate how people learn about science. Here I collect some of the most important studies and reviews on that topic that inform my research.

  • Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413–428. https://doi.org/10.1016/j.compedu.2018.06.023
  • Gegenfurtner, A., Lehtinen, E., & Säljö, R. (2011). Expertise Differences in the Comprehension of Visualizations: A Meta-Analysis of Eye-Tracking Research in Professional Domains. Educational Psychology Review, 23(4), 523–552. https://doi.org/10.1007/s10648-011-9174-7
  • Jarodzka, H., Gruber, H., & Holmqvist, K. (2017). Eye tracking in Educational Science: Theoretical frameworks and research agendas. https://doi.org/10.16910/jemr.10.1.3
  • Klein, P., Viiri, J., & Kuhn, J. (2019). Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving. Physical Review Physics Education Research, 15(1), 010126. https://doi.org/10.1103/PhysRevPhysEducRes.15.010126
  • Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C., & Tsai, C.-C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90–115. https://doi.org/10.1016/j.edurev.2013.10.001
  • Madsen, A., Rouinfar, A., Larson, A. M., Loschky, L. C., & Rebello, N. S. (2013). Can short duration visual cues influence students’ reasoning and eye movements in physics problems? Physical Review Special Topics - Physics Education Research, 9(2), 020104. https://doi.org/10.1103/PhysRevSTPER.9.020104