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1.
Exploring the Intersections of Personal Epistemology, Public Epistemology, and Affect
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L. Lising, PERC 2007 Proceedings, 140-143.
This paper discusses an approach to exploring the divide between students' stances toward their own learning and their perceptions of what is productive for the scientific community…
https://www.per-central.org/document/ServeFile.cfm?ID=9089&DocID=2006
2.
The Development of a New Instrument: ‘Views on Science—Technology—Society’ (VOSTS)
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G. Aikenhead and A. Ryan, Sci. Educ.,
76
(5), 477-491 (1992).
Educators who plan science lessons, who develop science curricula, or who evaluate learning, often wonder about students' preconceptions of the material to be taught. Until now,…
https://doi.org/10.1002/sce.3730760503
3.
Making the Most of Your First Day of Class
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J. Gaffney and J. Whitaker, Phys. Teach.,
53
(3), 137-139 (2015).
Instructors of physics courses face the demanding challenge of creating a safe, nurturing community in their classroom while maintaining sufficient rigor. First-day activities are…
https://doi.org/10.1119/1.4908079
4.
Embracing subjectivity in physics to support student empowerment
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A. Wooley, R. Basara, and A. Daane, PERC 2021 Proceedings, 450-455.
Descriptions of the Nature of Science are in contrast with the widespread notion that “physics” is objective, unaffected by human influence. To better understand students’ thinking…
https://www.per-central.org/document/ServeFile.cfm?ID=15796&DocID=5525
5.
Editorial: Promoting Inclusive and Respectful Communications
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M. Thoennessen, Phys. Rev. Phys. Educ. Res.,
16
(2), 020001 (2020).
This editorial by Michael Thoennessen, Editor-in-Chief of the American Physical Society, articulates guidelines for using respectful language, in keeping with the "Diversity,…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020001
6.
“I’m not that important”: Barriers and bolsters to student agency during conversations about the intersections of physics and ethics
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B. Gutmann, E. Ochoa-Madrid, and A. Olmstead, PERC 2020 Proceedings, 191-197.
Physics has greatly impacted society, both in solving problems and perpetuating harm. Yet we rarely train physics students to grapple with their responsibilities to society by…
https://www.per-central.org/document/ServeFile.cfm?ID=15482&DocID=5330
7.
Characterizing physics students’ ethical reasoning after a unit on the development of the atomic bomb
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E. Ochoa-Madrid, A. Olmstead, and B. Gutmann, PERC 2019 Proceedings, 423-428.
The societal implications of technology developed through physics research are not always clear. Physicists need to use ethical reasoning skills to maneuver through morally ambiguous…
https://www.per-central.org/document/ServeFile.cfm?ID=15312&DocID=5224
8.
Changing epistemological beliefs with nature of science implementations
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K. Johnson and S. Willoughby, Phys. Rev. Phys. Educ. Res.,
14
(1), 010110 (2018).
This article discusses an investigation regarding nature of science (NOS) implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five…
https://doi.org/10.1103/PhysRevPhysEducRes.14.010110
9.
Can physics develop reasoning?
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R. Fuller, R. Karplus, and A. Lawson, Phys. Today,
30
(2), 23-28 (1977).
The findings of Swiss scholar Jean Piaget suggest that it can - by helping people achieve a series of four distinct but overlapping stages of intellectual growth as they search for…
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1030&context=...
10.
On Being a Scientist: A Guide to Responsible Conduct in Research
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Publisher: National Academies Press -
Book
This book describes the ethical foundations of scientific practices and some of the personal and professional issues that researchers encounter in their work. It applies to all forms…
https://www.nap.edu/catalog/12192/on-being-a-scientist-a-guide-to-respon...
