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Results #1-#10 of 100+
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1.
The Art (and Science) of In-Class Questioning via Clickers (Learning About Teaching Physics podcast)
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S. Chasteen -
Computer Program
Are "clickers" or "personal response systems" just the latest fad in education? Or is there solid research behind their use? In this episode we share some recent studies that really…
https://www.per-central.org/document/ServeFile.cfm?ID=11316&DocID=2327
2.
The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts
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S. Cormier and R. Steinberg, Phys. Teach.,
48
(9), 598-601 (2010).
A great deal has long been known about student difficulties connecting real-world experiences with what they are learning in their physics classes, making learning basic ideas of…
https://doi.org/10.1119/1.3517026
3.
Teacher Education in Physics
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Editors: D. Meltzer and P. Shaffer; Publisher: American Physical Society -
Book
This compendium of research articles on the preparation of physics and physical-science teachers is published by the Physics Teacher Education Coalition (PhysTEC). This book came…
https://www.per-central.org/document/ServeFile.cfm?ID=11618&DocID=2519
4.
Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
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C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020104 (2012).
During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty…
https://doi.org/10.1103/PhysRevSTPER.8.020104
5.
Paradigms in Physics: A new upper-division curriculum
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C. Manogue, P. Siemens, J. Tate, K. Browne, M. Niess, and A. Wolfer, Am. J. Phys.,
69
(9), 978-990 (2001).
We describe a new curriculum for the final two years of a B.S. program in Physics. Case studies in the junior year provide concrete examples or Paradigms as pillars to support…
https://doi.org/10.1119/1.1374248
6.
Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
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C. Henderson, M. Dancy, and M. Niewiadomska-Bugaj, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020104 (2012).
During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty…
https://doi.org/10.1103/PhysRevSTPER.8.020104
7.
Transforming the junior level: Outcomes from instruction and research in E&M
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S. Chasteen, S. Pollock, R. Pepper, and K. Perkins, Phys. Rev. ST Phys. Educ. Res.,
8
(2), 020107 (2012).
Over the course of four years, we have researched and transformed a key course in the career of an undergraduate physics major—junior-level electricity and magnetism. With the aim of…
https://www.per-central.org/document/ServeFile.cfm?ID=12648&DocID=3220
8.
PhysPort
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S. McKagan; Publisher: American Association of Physics Teachers -
Online Resource
PhysPort supports physics faculty in implementing research-based teaching practices in their classrooms, by providing expert recommendations about teaching methods, assessments, and…
https://www.physport.org
9.
Diversity of Faculty Practice in Workshop Classrooms
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S. Franklin and T. Chapman, PERC 2012 Proceedings, 130-133.
We present a temporally fine-grained characterization of faculty practice in workshop-style introductory physics courses. Practice is binned in five minute intervals and coded…
https://www.per-central.org/document/ServeFile.cfm?ID=12791&DocID=3326
10.
How an active-learning class influences physics self-efficacy in pre-service teachers
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J. Gaffney, A. Gaffney, E. Usher, and N. Mamaril, PERC 2012 Proceedings, 134-137.
Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a…
https://www.per-central.org/document/ServeFile.cfm?ID=12792&DocID=3327
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Results #1-#10 of 100+
