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View Resource Preparing Tomorrow's Physics Teachers

Teachers should know how people learn, how the human brain functions, how memory operates and how a brain develops with age and be able to apply this to teaching their subject. However, research indicates that teachers tend to teach the way they have been taught. This article describes the balance needed by future teachers between content knowledge and pedagogical knowledge.

View Resource Time to Change

This paper, presented at the 2002 Physics Education Research Conference, describes alternative formative assessment techniques and their implementation in an introductory physics course. These techniques help students develop some abilities that are used by scientists and engineers: reflection on the knowledge construction, question posing, statement evaluation, and convincing others in the...

View Resource Emphasizing the Social Aspects of Learning to Foster Success of Students at Risk

This paper, presented at the 2001 Physics Education Research Conference, offers discussion about the factors that put students at risk of failure in introductory physics courses, and offers methods that emphasize the social aspects of learning for addressing these factors. The methods place special emphasis on the social aspects of learning, then the authors share their experience in creating an...

View Resource Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics

This paper, presented at the 2001 Physics Education Research Conference, asks if reading fifteen textbook chapters, listening to one lecturer, doing prescribed labs, answering someone else's questions, and solving well-defined problems resemble in any way a five-month schedule of activities for a person in a science related field in the 21st century workplace. Several recent studies concerning...

View Resource Self-reflection, Epistemological Beliefs, and Conceptual Gains

This paper, presented at the 2001 Physics Education Research Conference, researchers discuss how they studied weekly journals written by students to begin answering three questions related to epistemological beliefs and self-reflection: (1) How articulate are students in describing how they learn? (2) How consistently do students report particular ways of learning? (3) Are there correlations...

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