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Results #1-#10 of 100+
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1.
Rethinking Tools for Training Teaching Assistants
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C. Singh, PERC 2009 Proceedings, 59-62.
The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have…
http://www.per-central.org/document/ServeFile.cfm?ID=9901&DocID=1533
2.
What Else (Besides the Syllabus) Should Students Learn in Introductory Physics?
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D. Pritchard, A. Barrantes, and B. Belland, PERC 2009 Proceedings, 43-46.
We have surveyed what various groups of instructors and students think students should learn in introductory physics. We started with a Delphi Study based on interviews with experts,…
http://www.per-central.org/document/ServeFile.cfm?ID=9898&DocID=1530
3.
Transforming Teacher Knowledge: Modeling Instruction in Physics
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N. Cabot -
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The Modeling physics curriculum is readily accommodated by most teachers in favor of traditional didactic pedagogies. This is so, at least in part, because Modeling focuses on a…
http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf
4.
Not all interactive engagement is the same: Variations in physics professors’ implementation of Peer Instruction
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C. Turpen and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res.,
5
(2), 020101 (2009).
While educational reforms in introductory physics are becoming more widespread, how these reforms are implemented is less well understood. This paper examines the variation in…
https://doi.org/10.1103/PhysRevSTPER.5.020101
5.
Impact of physics education research on the teaching of introductory quantitative physics in the United States
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C. Henderson and M. Dancy, Phys. Rev. ST Phys. Educ. Res.,
5
(2), 020107 (2009).
During the Fall of 2008 we designed and administered a web survey to collect information about pedagogical knowledge and practices of physics faculty. The survey was completed by a…
https://doi.org/10.1103/PhysRevSTPER.5.020107
6.
Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion
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C. Sandifer, PERC 2004 Proceedings, 141-144.
This study investigated small-group discussions in an inquiry-based middle school science classroom. The purpose of the study was to determine the teacher and curriculum factors that…
http://www.per-central.org/document/ServeFile.cfm?ID=9553&DocID=2774
7.
Beyond the Individual Instructor: Systemic Constraints in the Implementation of Research-Informed Practices
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M. Dancy and C. Henderson, PERC 2004 Proceedings, 113-116.
Anecdotal evidence suggests that findings of educational research and resulting curricula are, at best, only marginally incorporated into introductory physics courses. Based on…
http://www.per-central.org/document/ServeFile.cfm?ID=9545&DocID=2860
8.
Teaching, Learning and Physics Education Research: Views of Mainstream Physics Professors
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C. Henderson and M. Dancy, PERC 2004 Proceedings, 109-112.
This paper presents the preliminary results of interviews with four thoughtful senior faculty who are not part of the Physics Education Research (PER) community. The interviews…
http://www.per-central.org/document/ServeFile.cfm?ID=9544&DocID=2859
9.
Seeding Change: The Challenges of Transfer and Transformation of Educational Practice and Research in Physics (Part II)
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E. Price and N. Finkelstein, PERC 2004 Proceedings, 19-22.
These coupled papers examine the interrelated problems of supporting the development of PER, and the `transfer' of what is known from PER to the more general populace of physics…
http://www.per-central.org/document/ServeFile.cfm?ID=9522&DocID=2792
10.
Seeding Change: The Challenges of Transfer and Transformation of Educational Practice and Research in Physics (Part I)
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N. Finkelstein and E. Price, PERC 2004 Proceedings, 15-18.
Academia appears to do a remarkable job at producing the next generation of research faculty. The long-anticipated shortage of well-qualified researchers has not appeared. At the…
http://www.per-central.org/document/ServeFile.cfm?ID=9521&DocID=2793
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Results #1-#10 of 100+
