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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.
Towards a research program in designing and evaluating teaching materials: An example from dc resistive circuits in introductory physics
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K. Zuza, P. Sarriugarte, J. Ametller, P. Heron, and J. Guisasola, Phys. Rev. Phys. Educ. Res.,
16
(2), 020149 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We argue that teaching learning sequence (TLS) design needs to be further developed…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020149
5.
Evaluating instructional labs’ use of deliberate practice to teach critical thinking skills
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E. Smith and N. Holmes, Phys. Rev. Phys. Educ. Res.,
16
(2), 020150 (2020).
The goals for lab instruction are receiving critical attention in the physics education community due to multiple reports and research findings. In this paper, we describe a…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020150
6.
Rethinking the relationship between instructors and physics education researchers
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A. Elby and S. Yerdelen-Damar, Phys. Rev. Phys. Educ. Res.,
16
(2), 020151 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] In the “standard” physics education research curriculum-development model, researchers…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020151
7.
Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics
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C. Haagen-Schützenhöfer and M. Hopf, Phys. Rev. Phys. Educ. Res.,
16
(2), 020152 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Although curriculum design has a long tradition in physics education research (PER), it…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020152
8.
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
9.
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
10.
Learning about teaching and learning while learning physics: An analysis of 15 years of responsive curriculum development
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D. Harlow, V. Otero, A. Leak, S. Robinson, E. Price, and F. Goldberg, Phys. Rev. Phys. Educ. Res.,
16
(2), 020155 (2020).
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020155
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Results #1-#10 of 100+
