احمدی بابادی، قباد. (۱۴۰۳). تأثیر روشهای تدریس فعال بر درک مفاهیم شیمی: مطالعه تأثیر استفاده از روشهایی مانند تدریس مبتنی بر مسئله، پروژه و بحث گروهی بر افزایش عمق یادگیری [مقالۀ ارائهشده در کنفرانس]. اولین همایش بینالمللی ایدههای تحولآفرین در زمینه مطالعات فرهنگی و آموزشی در آموزش و پرورش با تأکید بر اقدامپژوهی، درسپژوهی و روایتپژوهی در هزاره سوم. https://civilica.com/doc/2128491
احمدی، غلامعلی، صابری، منیژه، و احمدی، فاطمه. (۱۳۹۹). تأثیر تدریس به شیوه بحث گروهی بر توانایی استدلال دانشآموزان در حل مسائل فیزیک. فناوری آموزش، ۱۴(۴)، ۹۰۱–۹۱۳. https://doi.org/10.22061/tej.2020.5614.2247
محمودی، فیروز، و صادقی، فرزانه. (۱۳۹۷). فراتحلیل اثربخشی روشهای تدریس فعال بر پیشرفت تحصیلی دانشآموزان. مجله مطالعات آموزش و یادگیری، ۱۰(۱)، ۲۵–۵۵. https://doi.org/10.22099/jsli.2018.4915
نصرت، فاطمه، یوسفی، علیرضا، و لیاقتدار، محمدجواد. (۱۳۸۹). تأثیر آموزش فعال فناورانه فیزیک بر پیشرفت تحصیلی دانشآموزان دوره متوسطه. پژوهش در برنامهریزی درسی (دانش و پژوهش در علوم تربیتی–برنامهریزی درسی)، ۷(۲۵)، ۵۳–۶۴. https://sid.ir/paper/127455/fa
Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), Article 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
Bancong, H. (2024). The past and present of thought experiments' research at Glancy: Bibliometric review and analysis. Discover Education, 3, Article 142. https://doi.org/10.1007/s44217-024-00246-z
Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1, Article 2. https://doi.org/10.1186/s43031-019-0007-8
Bascandziev, I. (2024). Thought experiments as an error detection and correction tool. Cognitive Science, 48(1), Article e13401. https://doi.org/10.1111/cogs.13401
Bascandziev, I., & Bonawitz, E. (2025, August 14). Thought experiments can enhance science learning. Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/25/08/thought-experiments-can-enhance-science-learning
Barbour, R. S., & Kitzinger, J. (Eds.). (1999). Developing focus group research: Politics, theory and practice. SAGE. https://doi.org/10.4135/9781849208857
Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62(8), 750–762. https://doi.org/10.1119/1.17449
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Dönertaş, Ş. (2011). Role of thought experiments in solving conceptual physics problems [Doctoral dissertation, Middle East Technical University]. OpenMETU Repository. https://open.metu.edu.tr/handle/11511/21216
Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications Ltd.
Gendler, T. S. (2004). Thought experiments rethought—and reperceived. Philosophy of Science, 71(5), 1152–1163. https://doi.org/10.1086/425239
Good, M., Maries, A., & Singh, C. (2019). Impact of traditional or evidence-based active-engagement instruction on introductory female and male students' attitudes and approaches to physics problem solving. Physical Review Physics Education Research, 15(2), Article 020129. https://doi.org/10.1103/PhysRevPhysEducRes.15.020129
Harjono, A., Gunawan, G., Adawiyah, R., & Herayanti, L. (2020). An interactive e-book for physics to improve students' conceptual mastery. International Journal of Emerging Technologies in Learning, 15(5), 40–54. https://doi.org/10.3991/ijet.v15i05.10967
Hewitt, P. G. (2017). Conceptual physics (12th ed.). Pearson Education India.
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002
Jana, S. (2023). Interactive e-books and multimedia learning: Enhancing engagement and retention in secondary English. Journal of Natural Science, 34, Article 3754. https://namibian-studies.com/index.php/JNS/article/view/3754
Machery, E. (2017). Philosophy within its proper bounds. Oxford University Press. https://doi.org/10.1093/oso/9780198807520.001.0001
Manurung, S. R., & Mihardi, S. (2016). Improving the conceptual understanding in kinematics subject matter with hypertext media learning and formal thinking ability. Journal of Education and Practice, 7(9), 91–97. https://www.iiste.org/Journals/index.php/JEP/article/view/29626
Mayer, R. E., & Fiorella, L. (Eds.). (2022). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333
Mohd Dahlan, M. B., Sabri, S., Mohtaram, S., & Kamarudin, N. S. (2024). Empowering learning: The impact of interactive ebooks. Educational Administration: Theory and Practice, 30(5), 12231–12237. https://kuey.net/index.php/kuey/article/view/5079
Morgan, D. L. (2012). Focus groups and social interaction. In J. F. Gubrium, J. A. Holstein, A. B. Marvasti, & K. D. McKinney (Eds.), The SAGE handbook of interview research: The complexity of the craft (2nd ed., pp. 161–176). SAGE.
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
Redish, E. F. (2003). Teaching physics with the Physics Suite. John Wiley & Sons.
Reiner, M., & Gilbert, J. (2000). Epistemological resources for thought experimentation in science learning. International Journal of Science Education, 22(5), 489–506. https://doi.org/10.1080/095006900289741
Reiner, M., & Burko, L. (2003). On the limitations of thought experiments in physics and the consequences for physics education. Science & Education, 12(4), 365–385. https://doi.org/10.1023/A:1024438726685
Sharifi, F., Ahmadi, F., & Meshkat, M. (2025a). Investigating the effect of teaching dynamic concepts with the help of thought experiments on the academic progress and cognitive skills of students. Physics Education, 60(4), Article 045003. https://doi.org/10.1088/1361-6552/adcdb7
Sharifi, F., Ahmadi, F., Meshkat, M., & Talkhabi, M. (2025b). Investigating the effect of teaching kinematics concepts using thought experiments on students' academic progress and learning strategies. Physics Education, 60(3), Article 035018. https://doi.org/10.1088/1361-6552/adbda1
Shekarbaghani, A. S. (2016). Comparative study of physics curriculum in Iran with several other countries. International Education Studies, 9(8), 112–118. https://doi.org/10.5539/ies.v9n8p112
Sommerfeld, A. (2016). Mechanics: Lectures on theoretical physics (Vol. 1). Academic Press.
Stephens, A. L., & Clement, J. J. (2012). The role of thought experiments in science and science learning. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 157–175). Springer. https://doi.org/10.1007/978-1-4020-9041-7_13
Sujatmika, S., Masykuri, M., Prayitno, B. A., & Sutarno, S. (2024). Fostering critical thinking in science education: Exploring effective pedagogical models. International Journal of Advanced and Applied Sciences, 11(7), Article 16. https://doi.org/10.21833/ijaas.2024.07.016
Sun, L., & Pan, C. E. (2021). Effects of the application of information technology to e-book learning on learning motivation and effectiveness. Frontiers in Psychology, 12, Article 752303. https://doi.org/10.3389/fpsyg.2021.752303
Tortop, H. S. (2016). Why thought experiments should be used as an educational tool to develop problem-solving skills and creativity of the gifted students (ED572823). ERIC. https://files.eric.ed.gov/fulltext/ED572823.pdf
Tuminaro, J., & Redish, E. F. (2007). Elements of a cognitive model of physics problem solving: Epistemic games. Physical Review Special Topics–Physics Education Research, 3(2), Article 020101. https://doi.org/10.1103/PhysRevSTPER.3.020101
Velentzas, A., & Halkia, K. (2012). The use of thought experiments in teaching physics: The case of the principle of equivalence. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), E-Book proceedings of the ESERA 2011 Conference: Science learning and citizenship (Strand 3, Part 3, pp. 239–243). European Science Education Research Association
Wee, L. K., Chew, C., Goh, G. H., & Tan, S. (2012). Using Tracker as a pedagogical tool for understanding projectile motion. Physics Education, 47(4), 448–455. https://doi.org/10.1088/0031-9120/47/4/448
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20, Article 5. https://doi.org/10.7275/hz5x-tx03
Zacharia, Z. C., & Anderson, O. R. (2003). The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Physics, 71(6), 618–629. https://doi.org/10.1119/1.1566427
Zhai, X., Li, M., & Chen, S. (2019). Examining the uses of student-led, teacher-led, and collaborative functions of mobile technology and their impacts on physics achievement and interest. Journal of Science Education and Technology, 28(4), 383–394. https://doi.org/10.1007/s10956-019-9767-3