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1.
Foundations and Frontiers of Physics Education Research (FFPER) Conferences
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Publisher: University of Maine Physics Education Research Laboratory -
Online Resource
The Foundations and Frontiers of Physics Education Research is a biennial conference for active researchers in the field of physics education. This intensive week-long residential…
https://sites.google.com/site/ffperbarharbor/
2.
Foundations and Frontiers of Physics Education Research: Puget Sound (FFPERPS) Conferences
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Editors: S. McKagan, A. Boudreaux, K. Chowdary, and A. Robertson; Publisher: Western Washington University -
Online Resource
The Foundations and Frontiers of Physics Education Research: Puget Sound (FFPERPS) is a regional conference designed to enhance regional communication and collaboration and to…
https://www.per-central.org/conferences/ffperps/2012/
3.
Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking
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R. Russ, J. Coffey, D. Hammer, and P. Hutchison, Sci. & Educ.,
93
(5), 875-891 (2009).
When teachers or students assess the quality of ideas in science classes, they do so mostly based on textbook correctness ; ideas are good to the extent they align with or lead to…
https://doi.org/10.1002/sce.20320
4.
Interactional processes for stabilizing conceptual coherences in physics
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B. Frank and R. Scherr, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020101 (2012).
Research in student knowledge and learning of science has typically focused on explaining conceptual change. Recent research, however, documents the great degree to which student…
https://doi.org/10.1103/PhysRevSTPER.8.020101
5.
Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory
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J. Dowd -
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We present insights into three unique, important avenues of assessment in the physics classroom and laboratory. First, we examine students’ performance on conceptual surveys. The…
https://dash.harvard.edu/handle/1/9282889
6.
Representing energy. I. Representing a substance ontology for energy
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R. Scherr, H. Close, S. McKagan, and S. Vokos, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020114 (2012).
The nature of energy is not typically an explicit topic of physics instruction. Nonetheless, verbal and graphical representations of energy articulate models in which energy is…
https://doi.org/10.1103/PhysRevSTPER.8.020114
7.
Representing energy. II. Energy tracking representations
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R. Scherr, H. Close, E. Close, and S. Vokos, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020115 (2012).
The Energy Project at Seattle Pacific University has developed representations that embody the substance metaphor and support learners in conserving and tracking energy as it flows…
https://doi.org/10.1103/PhysRevSTPER.8.020115
8.
Using Scientists' Notebooks to Foster Authentic Scientific Practices
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L. Atkins Elliott and I. Salter, PERC 2012 Proceedings, 50-53.
Scientific Inquiry is an introductory undergraduate course for preservice elementary teachers that aims to engage students in authentic scientific practices where these practices are…
https://www.per-central.org/document/ServeFile.cfm?ID=12660&DocID=3237
9.
Student Interactions Leading to Learning and Transfer: A Participationist Perspective
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D. Brookes, A. Moncion, and Y. Lin, PERC 2012 Proceedings, 86-89.
At Florida International University we have been experimenting with a novel exam format. We have been giving our introductory physics students a group exam followed by an individual…
https://www.per-central.org/document/ServeFile.cfm?ID=12668&DocID=3245
10.
Evidence of Embodied Cognition Via Speech and Gesture Complementarity
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E. Chase and M. Wittmann, PERC 2012 Proceedings, 94-97.
We are studying how students talk and gesture about physics problems involving directionality. Students discussing physics use more than words and equations; gestures are also a…
https://www.per-central.org/document/ServeFile.cfm?ID=12669&DocID=3246
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