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Results #1-#10 of 13
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1.
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
2.
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
3.
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
4.
Clarifying Quantum Mechanics: The Importance of Formalization in Education
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J. Bass and S. Willoughby, PERC 2025 Proceedings, 60-66.
The degree to which curricula can be understood depends on how they are defined and presented. If features of the content itself are not well-defined, or if the content is presented…
https://www.per-central.org/document/ServeFile.cfm?ID=17118&DocID=6046
5.
Students attribute myriad cultural factors to their sense of physics
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L. Carter, V. Marcos, C. Hennessy, A. Wooley, and A. Daane, PERC 2024 Proceedings, 78-83.
When students describe physics, they often associate this science with facts, formulae, and objectivity. Unfortunately, STEM classes often overlook cultural influence or describe…
https://www.per-central.org/document/ServeFile.cfm?ID=16875&DocID=5942
6.
How null results can be significant for physics education research
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L. Conlin, E. Kuo, and N. Hallinen, Phys. Rev. Phys. Educ. Res.,
15
(2), 020104 (2019).
[This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] A central aim of physics education research is to understand the processes of…
https://doi.org/10.1103/PhysRevPhysEducRes.15.020104
7.
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
8.
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
9.
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
10.
“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
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Results #1-#10 of 13
