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Mathis, Clausell; Daane, Abigail R.; Rodriguez, Brandon; Hernandez, Jessica; Huynh, Tra – Physical Review Physics Education Research, 2023
Culturally relevant pedagogy (CRP) described in Ladson-Billings' framework has three conceptions: "conceptions of self and others," "conceptions of knowledge," and "conceptions of social relations." Instructors can support students with positive learning experiences when they are cognizant of all three conceptions. In…
Descriptors: Culturally Relevant Education, Self Concept, Knowledge Level, Interpersonal Relationship
Bao, Lei; Koenig, Kathleen; Xiao, Yang; Fritchman, Joseph; Zhou, Shaona; Chen, Cheng – Physical Review Physics Education Research, 2022
Abilities in scientific thinking and reasoning have been emphasized as core areas of initiatives, such as the Next Generation Science Standards or the College Board Standards for College Success in Science, which focus on the skills the future will demand of today's students. Although there is rich literature on studies of how these abilities…
Descriptors: Physics, Science Instruction, Teaching Methods, Thinking Skills
Hazari, Zahra; Dou, Remy; Sonnert, Gerhard; Sadler, Philip M. – Physical Review Physics Education Research, 2022
Both in physics education and in science education more generally concerns exist that formal K-12 education structures limit and, in some cases, diminish students' interest and agency in these fields. Many stakeholders have turned to informal learning experiences as a means to inspire young people to pursue continual learning in these fields in…
Descriptors: Physics, Informal Education, Science Education, College Students
Zhai, Xiaoming; Schneider, Barbara; Krajcik, Joseph – Physical Review Physics Education Research, 2020
Recruiting high-quality physics teachers for low-socioeconomic status (SES) schools is essential for ensuring equity but is challenging globally. China launched a four-year program to meet the challenge by providing free education and stipends and promising a career position to attract high-performance secondary graduates, while using a contract…
Descriptors: Teacher Recruitment, Student Motivation, Preservice Teachers, Physics
Kanim, Stephen; Cid, Ximena C. – Physical Review Physics Education Research, 2020
Is physics education research based on a representative sample of students? To answer this question we skimmed physics education research papers from three journals for the years 1970-2015 looking for the number of research subjects, the course the subjects were enrolled in, and the institution where the research was conducted. We combined this…
Descriptors: Physics, Science Education, Educational Research, Demography
Stephens, S.; Marder, M. – Physical Review Physics Education Research, 2019
The education of physicists requires annual progress in mathematics through grades K-12, continuing on to high school physics, undergraduate instruction, and often many years of postgraduate study. The traditional domain of physics education research is the study of pedagogical techniques for a single lesson or a single course, but the physics and…
Descriptors: Longitudinal Studies, Mechanics (Physics), Scientific Concepts, Regression (Statistics)
Robertson, Amy D.; Daane, Abigail R. – Physical Review Physics Education Research, 2017
Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…
Descriptors: Energy, Science Instruction, Science Teachers, Elementary Secondary Education
Goodhew, Lisa M.; Robertson, Amy D. – Physical Review Physics Education Research, 2017
In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…
Descriptors: Pedagogical Content Knowledge, Teacher Competencies, Teacher Education, Physics
Gray, Kara E.; Webb, David C.; Otero, Valerie K. – Physical Review Physics Education Research, 2016
Through the transformation of undergraduate STEM courses, the Colorado Learning Assistant Program recruits and prepares talented STEM majors for careers in teaching by providing them with early, sustained teaching experiences. The research reported here compares teaching practices of K-12 teachers who served as learning assistants (LAs) as…
Descriptors: STEM Education, Undergraduate Study, Elementary Secondary Education, Teacher Education Programs
Olmstead, Alice; Turpen, Chandra – Physical Review Physics Education Research, 2016
Professional development workshops are one of the primary mechanisms used to help faculty improve their teaching, and draw in many STEM instructors every year. Although workshops serve a critical role in changing instructional practices within our community, we rarely assess workshops through careful consideration of how they engage faculty.…
Descriptors: Professional Development, STEM Education, Workshops, Elementary Secondary Education
Hinko, Kathleen A.; Madigan, Peter; Miller, Eric; Finkelstein, Noah D. – Physical Review Physics Education Research, 2016
University educators (UEs) have a long history of teaching physics not only in formal classroom settings but also in informal outreach environments. The pedagogical practices of UEs in informal physics teaching have not been widely studied, and they may provide insight into formal practices and preparation. We investigate the interactions between…
Descriptors: Teaching Methods, Physics, College Students, Interaction
Stevens, Cacey S.; Marder, Michael; Nagel, Sidney R. – Physical Review Special Topics - Physics Education Research, 2015
We examine Illinois educational data from standardized exams and analyze primary factors affecting the achievement of public school students. We focus on the simplest possible models: representation of data through visualizations and regressions on single variables. Exam scores are shown to depend on school type, location, and poverty…
Descriptors: Educational Indicators, Academic Achievement, Standardized Tests, Public Schools
Daane, Abigail R.; Vokos, Stamatis; Scherr, Rachel E. – Physical Review Special Topics - Physics Education Research, 2014
The Next Generation Science Standards (NGSS) require teachers to understand aspects of energy degradation and the second law of thermodynamics, including energy's availability and usefulness, changes in energy concentration, and the tendency of energy to spread uniformly. In an effort to develop learning goals that support teachers in building…
Descriptors: Energy, Thermodynamics, Physics, Elementary School Teachers
Bendinelli, Anthony J.; Marder, M. – Physical Review Special Topics - Physics Education Research, 2012
We use visualization to find patterns in educational data. We represent student scores from high-stakes exams as flow vectors in fluids, define two types of streamlines and trajectories, and show that differences between streamlines and trajectories are due to regression to the mean. This issue is significant because it determines how quickly…
Descriptors: Visual Aids, Longitudinal Studies, Test Results, Data Analysis
Scherr, Rachel E.; Close, Hunter G.; McKagan, Sarah B.; Vokos, Stamatis – Physical Review Special Topics - Physics Education Research, 2012
The nature of energy is not typically an explicit topic of physics instruction. Nonetheless, verbal and graphical representations of energy articulate models in which energy is conceptualized as a quasimaterial substance, a stimulus, or a vertical location. We argue that a substance ontology for energy is particularly productive in developing…
Descriptors: Energy, Physics, Science Instruction, Concept Formation
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