Phenomenology and logical reasoning in introductory physics courses

Article Properties
  • Language
    English
  • DOI (url)
    10.1119/1.13012
  • Publication Date
    1982/01/01
  • Journal
    American Journal of Physics
  • Indian UGC (journal)
  • Citations
    22
  • A. B. Arons Department of Physics, University of Washington, Seattle, Washington 98195
Abstract
Cite
Arons, A. B. “Phenomenology and Logical Reasoning in Introductory Physics Courses”. American Journal of Physics, vol. 50, no. 1, 1982, pp. 13-20, https://doi.org/10.1119/1.13012.
Arons, A. B. (1982). Phenomenology and logical reasoning in introductory physics courses. American Journal of Physics, 50(1), 13-20. https://doi.org/10.1119/1.13012
Arons, A. B. “Phenomenology and Logical Reasoning in Introductory Physics Courses”. American Journal of Physics 50, no. 1 (1982): 13-20. https://doi.org/10.1119/1.13012.
Arons AB. Phenomenology and logical reasoning in introductory physics courses. American Journal of Physics. 1982;50(1):13-20.
Journal Categories
Education
Education (General)
Science
Physics
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Citations Analysis
Category Category Repetition
Education: Theory and practice of education11
Education10
Social Sciences9
Science: Physics3
Education: Education (General)2
Philosophy. Psychology. Religion: Psychology2
Science: Chemistry: Physical and theoretical chemistry1
Technology: Chemical technology1
Technology: Electrical engineering. Electronics. Nuclear engineering: Materials of engineering and construction. Mechanics of materials1
Philosophy. Psychology. Religion: Philosophy (General)1
Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system: Psychiatry1
Education: Special aspects of education1
The category Education: Theory and practice of education 11 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Simple phenomenological modeling of transition-region capacitance of forward-biased p-n junction diodes and transistor diodes and was published in 1982. The most recent citation comes from a 2022 study titled Categorized and Correlated Multiple-Choice Questions: A Tool for Assessing Comprehensive Physics Knowledge of Students. This article reached its peak citation in 1987, with 3 citations. It has been cited in 15 different journals, 13% of which are open access. Among related journals, the Physics Education cited this research the most, with 4 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year