Related papers: Physics Teachers' Perceptions about Diagnostic Ass…
To date, there is a lack of research on learning environments for pre-service physics teachers that allow them to learn and practise diagnosing students' conceptions that are (currently) not covered in physics education textbooks (e.g.…
The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study…
Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of…
Students often begin physics courses with misconceptions rooted in everyday experience and intuition, which can be resistant to change. While research has identified strategies for addressing misconceptions across physics, it remains…
Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…
How students use mathematics in their physics classes has been studied extensively in the physics education literature. In addition to specific mathematical methods in specific physics contexts, possible effects of more general "cultural"…
Developing expertise in physics requires appropriate integration and assimilation of physics and mathematics. Instructors and students often describe physics courses in terms of their emphasis on conceptual and quantitative problem-solving.…
As part of a longitudinal study into identity development in upper-level physics students, we used a phenomenographic research method to examine students' perceptions of what it means to be a physicist. The results revealed four different…
"Self-diagnosis tasks" aim at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. We have been investigating the extent to which introductory…
As part of a longitudinal study into identity development in upper-level physics students, a phenomenographic research method was used to examine students' perceptions of what it means to be a physicist. The results revealed four different…
Among the many decisions to be made in their teaching practice, physics teachers must decide how to explain each particular phenomenon to students. This study explores student teachers' (STs) decision-making process when presented with…
Grading can shape students' learning and encourage use of effective problem solving practices. Teaching assistants (TAs) are often responsible for grading student solutions and providing feedback, thus, their perceptions of grading may…
Education is a goal-oriented field. But if we want to treat education scientifically so we can accumulate, evaluate, and refine what we learn, then we must develop a theoretical framework that is strongly rooted in objective observations…
As a result of the deep modifications of the French physics and chemistry curricula in upper secondary school during these last three years, the physics department of the Universit\'e Paris Diderot (France) wished to develop a renovation…
Physicists and physics students have been studied with respect to the variation in ways they expound on their topic of research and a physics problem, respectively. A phenomenographic approach has been employed; six fourth-year physics…
In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics…
Science education at all levels is currently undergoing dramatic changes to its curricula and developing assessments for these new curricula is paramount. We have used the basis of many of these new changes (scientific practices,…
The objective of this project is to compare the effectiveness of teaching styles used in high school physics classes and the methods used to assess them. We would like to determine those approaches to physics at the high schools that work…
I believe that most teachers develop a belief in a set of pedagogical practices. As we teach, we try different ways to teach topics and then judge how successful the methods were. After several years, we have a compilation of techniques in…
We discuss the development, implementation, and assessment of a course for science undergraduates designed to help them develop an awareness and a deeper appreciation of the intellectual demands of physics teaching. The course focused on…