written by Dewey Dykstra

We have been preparing physics teachers in the same manner for many decades. Yet, physics education research reveals for some observers disturbing evidence little or no change in understanding the phenomena occurs as a direct result of physics instruction from elementary school through the college years. The apparent compatibility between these learning results and prevailing paradigm enables the construction of a description of the paradigm. If it can be demonstrated that there is even just one alternative paradigm from which much more effective alternative pedagogical practice is derived, are we not obligated to change how we prepare to teach physics?

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Published September 1, 2005
Last Modified July 8, 2013

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