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Results #1-#10 of 100+
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1.
How national curricula affect the design and transfer of a teaching-learning sequence between two educational systems: Case studies from Greece and Italy
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I. Testa, D. Psillos, and A. Molohidis, Phys. Rev. Phys. Educ. Res.,
16
(2), 020146 (2020).
This empirical study investigates the main features of curricula and contexts that favor or hinder the process of transfer of a teaching-learning sequence (TLS) from the designers’…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020146
2.
Shifting the learning gears: Redesigning a project-based course on soft matter through the perspective of constructionism
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E. Langbeheim, A. Abrashkin, A. Steiner, H. Edri, S. Safran, and E. Yerushalmi, Phys. Rev. Phys. Educ. Res.,
16
(2), 020147 (2020).
This article describes the redesign of a project-based course on soft and biological materials to include computational modeling. Including the construction of computational models…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020147
3.
Implementing an epistemologically authentic approach to student-centered inquiry learning
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D. Brookes, E. Etkina, and G. Planinsic, Phys. Rev. Phys. Educ. Res.,
16
(2), 020148 (2020).
This paper discusses the theoretical framework and curriculum materials that form the basis of the Investigative Science Learning Environment (ISLE) approach to learning and teaching…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020148
4.
Teaching electric circuits with a focus on potential differences
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J. Burde and T. Wilhelm, Phys. Rev. Phys. Educ. Res.,
16
(2), 020153 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Developing a solid understanding of simple electric circuits represents a major…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020153
5.
Fostering appropriation through designing for multiple access points to a multidimensional understanding of physics
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O. Levrini, M. Levin, and P. Fantini, Phys. Rev. Phys. Educ. Res.,
16
(2), 020154 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] The overarching goal of this paper is to illustrate the interplay between theory, design…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020154
6.
Research-based quantum instruction: Paradigms and Tutorials
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P. Emigh, E. Gire, C. Manogue, G. Passante, and P. Shaffer, Phys. Rev. Phys. Educ. Res.,
16
(2), 020156 (2020).
A growing body of research-based instructional materials for quantum mechanics has been developed in recent years. Despite a common grounding in the research literature on student…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020156
7.
Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction
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D. McPadden, E. Brewe, C. Monsalve, and V. Sawtelle, Phys. Rev. Phys. Educ. Res.,
16
(2), 020158 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] When disseminating curricula, typically only the physical curriculum materials are…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020158
8.
How the introduction of self-assessment rubrics helped students and teachers in a project laboratory course
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S. Faletic and G. Planinsic, Phys. Rev. Phys. Educ. Res.,
16
(2), 020136 (2020).
Scientific abilities rubrics developed at Rutgers University are tools for both formative assessment and student self-assessment. They consist of tables, each representing a broad…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020136
9.
Refining a model for understanding and characterizing instructor pedagogy in informal physics learning environments
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M. Bennett, B. Fiedler, and N. Finkelstein, Phys. Rev. Phys. Educ. Res.,
16
(2), 020137 (2020).
Public engagement is an important component of the operation of many physics organizations, such as physics departments. However, comparatively little work has been done to…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020137
10.
Design and validation of an instrument to test students’ understanding of the apparent motion of the Sun and stars
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H. Bekaert, H. Van Winckel, W. Van Dooren, A. Steegen, and M. De Cock, Phys. Rev. Phys. Educ. Res.,
16
(2), 020135 (2020).
Young children, students, and adults may have alternative ideas about the motion of the Sun and stars as we observe them in the sky. However, a good understanding of this apparent…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020135
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Results #1-#10 of 100+
