Teacher Education in Physics

Research, Curriculum, and Practice

Author: David Elliott Meltzer

Publisher: N.A

ISBN: 9780984811007

Category: Physics

Page: 189

View: 8135

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The Physics Teacher Education Coalition (PhysTEC) is proud to bring together the first published collection of full-length peer-reviewed research papers on teacher education in physics. We hope that this work will help institutions consider ways to improve their education of physics and physical science teachers, and that research in this field can continue to grow and challenge or support the effectiveness of practices in K-12 teacher education.

Adapting to a Changing World

Challenges and Opportunities in Undergraduate Physics Education

Author: National Research Council,Division on Engineering and Physical Sciences,Board on Physics and Astronomy,Committee on Undergraduate Physics Education Research and Implementation

Publisher: National Academies Press

ISBN: 0309283035

Category: Education

Page: 142

View: 4468

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Adapting to a Changing World was commissioned by the National Science Foundation to examine the present status of undergraduate physics education, including the state of physics education research, and, most importantly, to develop a series of recommendations for improving physics education that draws from the knowledge we have about learning and effective teaching. Our committee has endeavored to do so, with great interest and more than a little passion. The Committee on Undergraduate Physics Education Research and Implementation was established in 2010 by the Board on Physics and Astronomy of the National Research Council. This report summarizes the committee's response to its statement of task, which requires the committee to produce a report that identifies the goals and challenges facing undergraduate physics education and identifies how best practices for undergraduate physics education can be implemented on a widespread and sustained basis, assess the status of physics education research (PER) and discuss how PER can assist in accomplishing the goal of improving undergraduate physics education best practices and education policy.

Developing Standards in Research on Science Education

The ESERA Summer School 2004

Author: Fischer Hans E

Publisher: CRC Press

ISBN: 9780415383394

Category: Business & Economics

Page: 12

View: 8573

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Ph.D. students from 14 European countries, Israel, Turkey and Venezuela in addition to supervisors and lecturers from 11 countries including Israel and USA worked for one week to understand each other with the goal of improving and sharpening features of their respective theoretical backgrounds, research questions, and design and methodological demands. The projects presented reflect a multitude of topics and goals of research in science education in Europe as well as the variety and elaboration of theoretical frameworks used and a remarkable level of methodological expertise. The following topics are included: Teachers’ thinking and beliefs and teachers’ actions in the classroom, the interaction between specific programs of science museums and teachers’ and classes’ plans for engagement with them, teaching, learning and understanding of new subject matter for science classes, different interaction processes in the classroom, discourse analysis, decision making processes in science classes and the use of models in chemistry lessons and last but not least specific characters and the function of text when learning physics by means of computer-based multimedia. All science subjects including earth science are involved in these articles and the level of analysed e

Teaching High School Physics Volume III

Author: Carl J. Wenning,Rebecca E. Vieyra

Publisher: Rebecca Vieyra

ISBN: N.A

Category:

Page: N.A

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Written by physics teachers for physics teachers, Teaching High School Physics provides the dual perspectives of a highly experienced physics teacher educator with a distinguished high school physics teacher. A mix of theory and practice, this 3-volume series provides rigorous and systematic treatments of 40 important topics. While intended to serve as a textbook for teacher candidates, this series is suitable for even experienced in-service physics teachers who seek a reference guide to the many topics being addressed in today’s teaching reform movement. Teaching High School Physics is based on the premise that teachers need to be educated rather than merely “trained” to do their jobs effectively. This belief permeates this series and helps to form substantive and substantiated belief systems that will serve as the underpinnings of a new way to teach. This publication promotes an inquiry-oriented approach to physics teaching, and provides a wide array of resources for doing so. The authors’ Levels of Inquiry Model of Science Teaching theme permeates the series, and serves as the basis for many of the examples provided. The subject matter of this work runs the gambit from becoming a teacher through student teaching, the first year of teaching, and ongoing professional development. The subject matter deals not only with the topic of physics teaching, but also teacher needs and student difficulties. Topics range from teaching philosophies to scientific epistemology, from levels of inquiry to scientific reasoning, from classroom management to instructional technology, from inquiry-oriented instruction to assessing and evaluating, and from school students to school settings. While the topics included in these three volumes are numerous and varied, all are treated in considerable depth. Each volume is based upon both general education and physics education research, and addresses national standards. These volumes were written by a father-daughter team. Carl J. Wenning was director of the Physics Teacher Education program at Illinois State University (1994-2008); Rebecca E. Vieyra was a high school teacher from 2007-2014. Detailed information about the authors and Teaching High School Physics, Volumes I, II, and III, can be found through the authors’ website https://sites.google.com/site/teachinghighschoolphysics/

Teaching Physics

Author: Laurence Viennot

Publisher: Springer Science & Business Media

ISBN: 9781402012754

Category: Science

Page: 235

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This book seeks to narrow the current gap between educational research and classroom practice in the teaching of physics. It makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to "critical details" of the practice of teaching that may spell success or failure for the project. It is intended for researchers in science teaching, teacher trainers and teachers of physics.

Becoming an Urban Physics and Math Teacher

Infinite Potential

Author: Beth A. Wassell,Ian Stith

Publisher: Springer Science & Business Media

ISBN: 1402059221

Category: Education

Page: 226

View: 9066

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This book explores what happens as beginning urban teachers transition through their first few years in the classroom. It captures one teacher's journey through the first three years of teaching science and mathematics in a large urban district in the US. Combining narrative with critical analysis, the authors focus on Ian's agency as a beginning teacher and explore his success in working with diverse students.

Frontiers of Fundamental Physics and Physics Education Research

Author: Burra G. Sidharth,Marisa Michelini,Lorenzo Santi

Publisher: Springer Science & Business Media

ISBN: 331900297X

Category: Science

Page: 615

View: 3949

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In a knowledge-based society, research into fundamental physics plays a vital role not only in the enhancement of human knowledge but also in the development of new technology that affects everyday life.The international symposium series Frontiers of Fundamental Physics (FFP) regularly brings together eminent scholars and researchers working in various areas in physics to exchange expertise, ideas, results, and new research perspectives. The twelfth such symposium, FFP12, took place at the University of Udine, Italy, and covered diverse fields of research: astrophysics, high energy physics and particle physics, theoretical physics, gravitation and cosmology, condensed matter physics, statistical physics, computational physics, and mathematical physics. Importantly, it also devoted a great deal of attention to physics education research, teacher training in modern physics, and popularization of physics. The high scientific level of FFP12 was guaranteed by the careful selection made by scientific coordinators from among 250 submissions from 28 countries across the world. During the three days of the conference, nine general talks were delivered in plenary sessions, 29 invited talks were given in specific topic areas, and 59 oral presentations were made. This book presents a selection of the best contributions at FFP12 with the aim of acquainting readers with the most important recent advances in fundamental physics and in physics education and teacher development.

Teaching and Learning of Physics in Cultural Contexts

Proceedings of the International Conference on Physics Education in Cultural Contexts : Cheongwon, South Korea, 13-17 August 2001

Author: Yunebae Park

Publisher: World Scientific

ISBN: 9789812702890

Category: Cross-cultural studies

Page: 472

View: 1531

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The aims of the International Conference on Physics Education in Cultural Contexts were to explore ways towards convergent and divergent physics learning beyond school boundaries, improve physics education through the use of traditional and modern cultural contexts, and exchange research and experience in physics education between different cultures. A total of 45 papers have been selected for this volume. The material is divided into three parts: Context and History, Conceptual Changes, and Media. The proceedings have been selected for coverage in: . OCo Index to Scientific & Technical Proceedings (ISTP CDROM version / ISI Proceedings). OCo Index to Social Sciences & Humanities Proceedings- (ISSHP- / ISI Proceedings). OCo Index to Social Sciences & Humanities Proceedings (ISSHP CDROM version / ISI Proceedings). OCo CC Proceedings OCo Engineering & Physical Sciences."

Science Teacher Education

An International Perspective

Author: Sandra K. Abell

Publisher: Springer Science & Business Media

ISBN: 9781402002724

Category: Science

Page: 237

View: 2701

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Analysis of past developments in teacher education in Pakistan has shown that substantial progress has been made in this field. It has, however, been pointed out that education of science teachers still needs much improvement. At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. First, we recommend that the 1-year duration of teacher preparation is grossly inadequate for all teaching courses, and should be lengthened, and the qualifications for entrance be increased. We believe that teaching must be made a graduate profession. For example, the basic qualification of primary school teachers for admission to teacher education institution should be increased. We recommend that PTC should be made a 12 + 2 year program. Similarly, CT, 12 + 3; B. Ed. , 14 + 2; B. S. Ed. , 12 + 4; M. A. Ed. , 14 + 3; and M. Ed. one year after B. Ed. or B. S. Ed. Secondly, we think the quality of instruction in teacher preparation programs should be improved. Most teachers in the teacher preparation institutions use the lecture method most of the time. Prospective teachers behave like passive listeners to their teachers. They do not participate in the teaching/ learning process. Some instructors even dictate their notes to the preservice teachers. When the teachers join schools, they behave the same way.

2007 Physics Education Research Conference

Greensboro, North Carolina, 1-2 August 2007

Author: Leon Hsu,Charles Henderson,Laura McCullough,American Institute of Physics,American Association of Physics Teachers

Publisher: Amer Inst of Physics

ISBN: 9780735404656

Category: Education

Page: 218

View: 8743

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All papers have been peer-reviewed. The 2007 Physics Education Research Conference brought together researchers studying a wide variety of topics in physics education including transfer of knowledge, learning in physics courses at all levels, teacher education, and cross-disciplinary learning. The theme of this conference was Cognitive Science and Physics Education Research.

What’s Worth Aiming for in Educational Innovation and Change?

Democratic mentoring as a deliberative border crossing discourse for teacher education in Austria, Czech Republic, Denmark, Germany, Ireland and Spain.

Author: Geraldine Mooney Simmie,Manfred Lang

Publisher: Waxmann Verlag

ISBN: 9783830977476

Category: Political Science

Page: 174

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Results from international achievement test scores, such as PISA, ROSE, TIMSS, indicate national deficits in literacy and numeracy among OECD countries. In addition research findings indicate the inadequacy of inherited transmission models of teaching in generating critical thinking among pupils in lower secondary education. This book presents case studies from six European countries – Austria, Denmark, Czech Republic, Germany, Ireland and Spain – based on capacity building with teachers to develop educational innovation and change in the science and mathematics classroom and school. The teacher educators developed a theoretical framing that was responsive to both culture and context. Educational innovation and change was positioned as a pedagogical and political text, a deliberative discursive inquiry that crossed borders between teachers, teacher educators and others, including policymakers. Findings show that while it is clearly necessary for teachers to form collaborative networks this is not sufficient to generate the level of creative and critical inquiry required for educational innovation and change in the classroom. New roles are required for all education actors to bring teachers, at all stages of their professional lifespan, beyond their classrooms and schools, into sustainable public spaces, incubation spaces, in a deliberative discourse with teacher educators and others, including policymakers. The study has implications for the way the education policy process is currently enacted and the roles played by various actors, including teachers, teacher educators, school administrators and policymakers alike.

New Voices in Higher Education Research and Scholarship

Author: Ribeiro, Filipa M.

Publisher: IGI Global

ISBN: 1466672455

Category: Education

Page: 316

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Higher Education systems and universities worldwide are constantly being transformed due to ever-changing practices and policies. Recent research reveals the challenges between society and higher education continue to grow. New Voices in Higher Education Research and Scholarship explores the role of higher education in today’s society. It discusses the rapidly changing nature of higher education around the globe, especially the relationship between higher education and social development. This reference book will be of use to policymakers, academicians, researchers, students, and government officials.

Discipline-Based Education Research

Understanding and Improving Learning in Undergraduate Science and Engineering

Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research

Publisher: National Academies Press

ISBN: 0309254140

Category: Education

Page: 282

View: 9486

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The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.

Deep Knowledge

Learning to Teach Science for Understanding and Equity

Author: Douglas B. Larkin

Publisher: Teachers College Press

ISBN: 0807771929

Category: Education

Page: 176

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Deep Knowledge is a book about how peoples ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories, Deep Knowledge challenges some commonly held assumptions about learning to teach and tackles problems inherent in many teacher education programs. This book digs deep into the details of teacher learning in a way seldom attempted in teacher education textbooks.

Teaching Physics with the Physics Suite CD

Author: Edward F. Redish

Publisher: John Wiley & Sons Incorporated

ISBN: N.A

Category: Science

Page: 216

View: 6950

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TEACHING PHYSICS is a book about learning to be a more effective physics teacher. It is meant for anyone who is interested in learning about recent developments in physics education. It is not a review of specific topics in physics with hints for how to teach them and lists of common student difficulties. Rather, it is a handbook with a variety of tools for improving both teaching and learning of physics from new kinds of homework and exam problems, to surveys for figuring out what has happened in your class, to tools for taking and analyzing data using computers and video. TEACHING PHYSICS includes: an introduction to the cognitive model of thinking and learning that underlies modern physics education research principles and guidelines for making use of and understanding the implications of this cognitive model for the classroom a discussion of formative and summative evaluation with a variety of "thinking problems" useful for homework and exams a discussion of assessment of the success of instruction using research-based concept and attitude surveys discussion of 11 research-based curricular materials for use in lecture, lab, recitation, and workshops environments tips and guidelines for how to improve your instruction In addition, the book comes with a Resource CD containing 14 conceptual and 3 attitude surveys, more than 250 thinking problems covering all areas of introductory physics, resource materials from commercial vendors on use of computerized data acquisition and video, and a variety of other useful reference materials. TEACHING PHYSICS is a companion guide to using the Physics Suite, an integrated collection of research-based instructional material for lecture, laboratory, recitation, and workshop/studio environments. The elements of the Suite share the underlying philosophy of education described in this book.

Innovations in Science Teacher Education in the Asia Pacific

Author: Chen-Yung Lin,Ru-Jer Wang

Publisher: Emerald Group Publishing

ISBN: 178190703X

Category: Education

Page: 192

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The chapters in this book will focus on pre-service and in-service science teacher education, because both are equally important. With case studies for China, Japan, Korea and Taiwan topics include: Professional Development of Chemistry Teachers in the New Curriculum, Using Classroom Observation to Assist Teacher Professional Development and Science Teacher Education and Science as Inquiry: Promises and Dilemmas.

Socio-Cultural Perspectives on Science Education

An International Dialogue

Author: W.W. Cobern

Publisher: Springer Science & Business Media

ISBN: 9401152241

Category: Science

Page: 221

View: 3637

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Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

Essential Readings in Problem-based Learning

Author: Andrew Elbert Walker,Heather Leary,Cindy E. Hmelo-Silver,Peggy A. Ertmer

Publisher: Purdue University Press

ISBN: 1557536821

Category: Education

Page: 384

View: 8791

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This book surveys the state of problem-based learning and assesses the impact of this innovative educational methodology on teaching and research effectiveness across a range of disciplines and in a variety of organizational contexts.

Analysing Exemplary Science Teaching

Author: Steve Alsop,Larry Bencze,Erminia Pedretti

Publisher: McGraw-Hill Education (UK)

ISBN: 0335224032

Category: Education

Page: 273

View: 8376

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Analysing Exemplary Science Teaching brings together twelve academics, ten innovative teachers and three exceptional students in a conversation about teaching and learning. Teachers and students describe some of their most noteworthy classroom practice, whilst scholars of international standing use educational theory to discuss, define and analyse the documented classroom practice.