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Center for Research in Mathematics & Science Education
6475 Alvarado Road, Suite 128
San Diego, CA 92120
Department of Physics
San Diego State University
5500 Campanile Dr.
San Diego CA 92182-1233
For the past thirty years I have been involved in research, curriculum development, and teacher professional development in physics education, working with students and teachers throughout the entire educational spectrum, K-16. For the past several years I have focused my research and development efforts in two main areas: (1) Developing physics and physical science curricula for preservice and in-service elementary teachers to be used in both small and large (lecture-style) classroom environments; and (2) supporting responsive teaching in science in elementary school classrooms. Work in the first area has resulted in publication of several one-semester courses that are used in colleges and universities nationwide: Physics and Everyday Thinking (PET), Physical Science and Everyday Thinking (PSET), Learning Physics (a large-enrollment adaptation of PET), and Learning Physical Science (a large-enrollment adaptation of PSET). Work in the second area has resulted in the development of a prototype website to support responsive teaching. All the work has been supported through grants from the National Science Foundation (see list), and the results of some of the work are described in the publications (see list).
Fred Goldberg was the recipient of the 2003 Robert A. Millikan Award from the American Association of Physics Teachers. This award is given to a teacher who has made notable and creative contributions to the teaching of physics. He was also a 2007 Fulbright Senior Specialist, visiting scholar to Israel.
(1) Price, E., Goldberg, F., Patterson, S. and Heft, P. (2012) Supporting scientific writing and evaluation in a conceptual physics course with calibrated peer review. In Engelhardt, P., Churukian, A. D. and Rebello, N. S. (Eds) Proceedings of the 2012 Physics Education Research Conference. AIP Conference Proceedings 1513, 318-321.
(2) Goldberg, F., Price, E., Robinson, S., Boyd-Harlow, D. and McKean, M. (2012). Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments. Phys. Rev. ST Physics Ed. Research 8, 010121.
(3) Hammer, D., Goldberg, F. and Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51-72.
Goldberg, F., Robinson, S., Price, E., Harlow, D., and McKean, M. (2012). Learning Physical Science. It’s About Time, Mount Kisco, New York, 10549.
(4) Lineback, J. E. and Goldberg, F. (2010). Using changes in framing to account for differences in a teacher's classroom behavior. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers. International Society of the Learning Sciences: Chicago IL.
(5) Goldberg, F., Price, E., Harlow, D., Robinson, S., Kruse, R. and McKean, M. (2010). Development of Large-Enrollment, Active-Learning Physical Science Curriculum. In Singh, C., Sabella, M. and Rebello, S. (Eds) Proceedings of the 2010 Physics Education Research Conference. AIP Conference Proceedings, 153-156.
(6) Radoff, J., Goldberg, F., Hammer, D. and Fargason, S. (2010). The Beginnings of Energy in Third Graders’ Reasoning. In Singh, C., Sabella, M. and Rebello, S. (Eds) Proceedings of the 2010 Physics Education Research Conference. AIP Conference Proceedings, 269-271.
(7) Goldberg, F., Otero, V. and Robinson, S. (2010). Design principles for effective physics instruction: A case study from Physics and Everyday Thinking. Am. J. Phys. 78 (12), 1265-1277.
(8) Goldberg, F. (2010). Integrating experiments and computer; simulations to promote learning. APS Forum on Education Newsletter (Fall).
Goldberg, F., Robinson, S., Otero, V., Kruse, R. and Thompson, N. (2008). Physical Science and Everyday Thinking. Second Edition. It’s About Time, Mount Kisco, New York, 10504.
Goldberg, F., Robinson, S., Otero, V., Kruse, R. and Thompson, N. (2007). Physical Science and Everyday Thinking. First Edition. It’s About Time, Mount Kisco, New York, 10504.
Goldberg, F., Robinson, S. and Otero, V. (2007). Physics and Everyday Thinking. It’s About Time, Mount Kisco, New York, 10504.
Goldberg, F., Bendall S., Heller, P. and Poole, R. (2006) InterActions in Physical Science. It’s About Time, Mount Kisco, New York, 10504.
Goldberg, F., Robinson, S. and Otero, V. (2006). Physics for Elementary Teachers. It’s About Time, Mount Kisco, New York, 10504.
(9) Robinson, S., Goldberg, F. and Otero, V (2005). Physics for Elementary Teachers: A New Curriculum. APS Forum on Education Newsletter (Summer).
Goldberg, F., Bendall S., Heller, P., & Poole, R.(2003). Constructing Ideas in Physical Science: Field test version. Armonk, NY: It's About Time.
Huffman, D., Goldberg, F., & Michelin, M. (2003). Using computers to create constructivist learning environments: Impact on pedagogy and achievement. Journal of Computers in Mathematics and Science Teaching 22(2),153–170.
McCullough, R., McCullough, J., Goldberg, F., & McKean, M. (2001). CPU Workbook. The Learning Team. Mount Kisco, New York, 10504.
Goldberg, F. (2000). How computer technology can be incorporated into a physics course for prospective elementary teachers. In Gayle A. Buck, Jack G. Hehn and Diandra L. Leslie-Pelecky, editors: The Role of Physics Departments in Preparing K–12 Teachers. American Institute of Physics. College Park, MD.
Otero, V., Johnson, A., & Goldberg, F. (1999). How Does the Computer Facilitate the Development of Physics Knowledge by Prospective Elementary Teachers? Journal of Education 181 (2), 57-90.
Goldberg, F. (1997). How can computer technology be used to promote learning and communication among physics teachers? In Rigden, J. (Ed.) Proceedings of the International Conference on Undergraduate Physics Education. Volume I. American Institute of Physics.
Goldberg, F. (1997). Constructing Physics Understanding in a Computer-Supported Learning Environment. In Redish, E.F. and Rigden, J. (Eds.) The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education. Part II: Sample Classes. American Institute of Physics.
Goldberg, F. (1997). The CPU Project: Students in control of inventing physics ideas. Forum on Education, American Physical Society.
Galili, I., & Goldberg, F. (1996). Using a linear approximation for single-surface refraction to explain images seen through a prism. American Journal of Physics 64(3), 256-264.
Goldberg, F., & Bendall, S. (1996). Computer-video-based tasks used to assess understanding and facilitate learning in geometrical optics. In Treagust, D., Fraser, B. & Duit, R. (Eds.) Improving Teaching and Learning in Science and Mathematics. Teachers College Press.
Goldberg, F., & Bendall, S. (1995). Making the Invisible Visible: A Teaching/Learning Environment that Builds on a New View of the Physics Learner. American Journal of Physics 63(11), 978-991.
Jennifer Lineback, Mrs. Miller's Evolution in Teaching Science as Inquiry: A Case Study of a Teacher's Change in Responsiveness (2012). Jen is currently at Point Loma Nazarine University, San Diego, CA.
Andy Johnson, Students' Development of Models of Magnetic Materials, Patterns of Group Activity, and Social Norms in a Physics Classroom (1999). Abstract and dissertation available at http://www.camse.org/andy/diss/index.html. Andy is currently at Black Hills State University.
Valerie Otero, The Process of Learning about Static Electricity and the Role of the Computer Simulator (2001). Abstract and dissertation available at http://education.colorado.edu/faculty/oterov/Otero_Dissertation.htm. Valerie is currently at the University of Colorado.
Cody Sandifer, Factors Influencing Middle School Students' Sense-Making Discussions in their Small-Group Investigations of Force and Motion (2001). Abstract and dissertation available at http://www.towson.edu/~csandife/codythesis/thesis.htm. Cody is currently at Towson University.
Developing a Large Enrollment Conceptual Physics Course (NSF Grant 1044172, PI): 6/1/11 – 1/31/14.
Learning Progressions for Scientific Inquiry: A Model Implementation in the Context of Energy (NSF Grant 0732233, PI): 1/1/08 – 8/31/13.
Developing a Large Enrollment Physical Science Curriculum (NSF Grant 0717791, PI): 1/1/08 – 8/31/10.
Professional Development Materials for Constructing Physics Understanding among Prospective and Practicing Elementary Teachers (NSF Grant 0096856, PI): 9/1/01 – 12/31/08.
Systems and Interactions: Constructing Ideas in Physical Science, a yearlong middle school physical science course (NSF Grant 9812299, PI): 10/1/98 – 3/31/07.
CIPS Professional Development Project (NSF Grant 0138900, PI): 9/1/02 – 8/31/07.
Using Computer Technology to Develop Constructivist-Oriented Classroom Environments (NSF Grant 9454341, PI): 1/1/95 – 12/31/00.