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Sabo, Hannah C.; Elby, Andrew – Physical Review Physics Education Research, 2020
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper proposes the rethinking of the division of labor between physics education research curriculum developers and classroom instructors. Historically, both curriculum developers and instructors have taken responsibility for fostering students'…
Descriptors: Teamwork, Group Dynamics, Physics, College Science
Elby, Andrew; Yerdelen-Damar, Sevda – Physical Review Physics Education Research, 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 are cast primarily as producers of curricula and instructors are cast primarily consumers, i.e., adopters and adapters. We illustrate a complementary model in…
Descriptors: Physics, Science Teachers, Science Curriculum, Educational Researchers
Sohr, Erin Ronayne; Gupta, Ayush; Johnson, Brandon J.; Quan, Gina M. – Physical Review Physics Education Research, 2020
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Common models of curricular development in physics education research (PER) have typically involved a hierarchical relationship between researchers and students, where researchers lead the design and testing of curriculum for students. We draw from work…
Descriptors: Participative Decision Making, Curriculum Design, Physics, Science Instruction
Quan, Gina M. – Physical Review Physics Education Research, 2018
We analyze how participating in undergraduate research experiences (UREs) influenced physics students' trajectories of participation within the community of practice of physics researchers. Students in the study participated in an elective seminar in which they were paired with graduate student and faculty mentors on physics research projects and…
Descriptors: Physics, College Science, Scientific Research, Communities of Practice
Sabo, Hannah C.; Goodhew, Lisa M.; Robertson, Amy D. – Physical Review Physics Education Research, 2016
We report some of the common, prevalent conceptual resources that students used to reason about energy, based on our analysis of written responses to questions given to 807 introductory physics students. These resources include, for example, associating forms of energy with indicators, relating forces and energy, and representing energy…
Descriptors: Energy, Science Instruction, Introductory Courses, Physics
Sawtelle, Vashti; Turpen, Chandra – Physical Review Physics Education Research, 2016
This work examines how experiences in one disciplinary domain (biology) can impact the relationship a student builds with another domain (physics). We present a model for disciplinary relationships using the constructs of identity, affect, and epistemology. With these constructs we examine an ethnographic case study of a student who experienced a…
Descriptors: Physics, Biology, Epistemology, Affective Behavior
Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew – Physical Review Special Topics - Physics Education Research, 2013
Much research in engineering and physics education has focused on improving students' problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student's expertise in solving problems using these strategies. These rubrics value "communication" between the…
Descriptors: Problem Solving, Scoring Rubrics, Mathematical Logic, Logical Thinking
Frank, Brian W.; Scherr, Rachel E. – Physical Review Special Topics - Physics Education Research, 2012
Research in student knowledge and learning of science has typically focused on explaining conceptual change. Recent research, however, documents the great degree to which student thinking is dynamic and context-sensitive, implicitly calling for explanations not only of change but also of stability. In other words, when a pattern of student…
Descriptors: Physics, Concept Formation, Comprehension, College Students
Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird H.; Wells, Leanne; Jones, David – Physical Review Special Topics - Physics Education Research, 2011
Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at…
Descriptors: Educational Strategies, Physics, Educational Change, Tutorial Programs
Goertzen, Renee Michelle; Scherr, Rachel E.; Elby, Andrew – Physical Review Special Topics - Physics Education Research, 2010
As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs), we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call "focusing on indicators,"…
Descriptors: Teaching Assistants, Tutoring, Graduate Students, Professional Development
Goertzen, Renee Michelle; Scherr, Rachel E.; Elby, Andrew – Physical Review Special Topics - Physics Education Research, 2010
Effective physics instruction benefits from respecting the physics ideas that introductory students bring into the classroom. We argue that it is similarly beneficial to respect the teaching ideas that novice physics instructors bring to their classrooms. We present a case study of a tutorial teaching assistant (TA), Alan. When we first examined…
Descriptors: Physics, Teaching Assistants, Science Instruction, College Science
Frank, Brian W.; Kanim, Stephen E.; Gomez, Luanna S. – Physical Review Special Topics - Physics Education Research, 2008
We describe the results of an experiment conducted to test predictions about student responses to questions about motion based on an explicit model of student thinking in terms of the cuing of a variety of different physical intuitions or conceptual resources. This particular model allows us to account for observed variations in patterns of…
Descriptors: Prediction, Student Reaction, College Students, Test Items
Tuminaro, Jonathan; Redish, Edward F. – Physical Review Special Topics - Physics Education Research, 2007
Although much is known about the differences between expert and novice problem solvers, knowledge of those differences typically does not provide enough detail to help instructors understand why some students seem to learn physics while solving problems and others do not. A critical issue is how students access the knowledge they have in the…
Descriptors: Physics, Problem Solving, Phenomenology, Science Instruction
Scherr, Rachel E.; Russ, Rosemary S.; Bing, Thomas J.; Hodges, Raymond A. – Physical Review Special Topics - Physics Education Research, 2006
At the University of Maryland we videotaped several semesters of tutorials as part of a large research project. A particular research task required us to locate examples of students calling the teaching assistants (TAs) over for assistance with a physics question. To our surprise, examples of this kind of interaction were difficult to find. We…
Descriptors: Investigations, Interaction, Teaching Assistants, Worksheets