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American Journal of Physics

AJP has a long history of publishing PER results. It is a publication of the American Association of Physics Teachers, AAPT. Most articles in the journal are not about PER, and many profess to describe how students should learn a topic without research on the suggestion. The present editors of AJP (from 2007 to 2008, Jan Tobochnik is on a yearlong leave of absence, Harvey Gould is WHAT THESE DAYS?!?, and John Mallinkrodt is acting editor) are highly supportive of PER; Tobochnik was one of the founders of the Gordon Conferences on Physics Education and has expressed great enthusiasm for PER. AJP publishes on a monthly basis, all year long.

Major papers include the Trowbridge and McDermott papers on velocity and acceleration, Shaffer and McDermott papers on electric circuits, Redish et al. papers on cognitive models and the Maryland Physics Expectations Survey, Hake's paper on FCI and normalized gain, and Coletta and Philips's paper on correlations between the FCI and SAT scores. Also, the first resource letter on PER was published there in 1998.

The AJP has never published many articles in PER, save for the PER Supplement (described below) and the theme issues associated with the Gordon Conference on Physics Education. These biyearly theme issues have been on thermodynamics (1999), quantum physics (2001), electrodynamics (2003), SOMETHING (2005), and computational physics (2007). Due to the editorial policy of Bob Roemer in the 1990s as PER was growing popular and research groups were growing, there were on average not many publications on PER in the AJP. As a result, new journals were sought out or founded (including PRST-PER and the PER Supplement).

Papers submitted to the AJP are typically geared toward physics instructors at the college level, emphasize experimental results, and have the goal of improving instruction in the classroom. Very few papers are theoretical in nature; even Redish's 1994 paper on the relevance of cognitive science was written in terms of practical lessons for the classroom.