1,729,637 research outputs found
Learning from physics education research: Lessons for economics education
Get PDFWe believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.economic education; physics education research (PER); research-based teaching; preconceptions; metacognition; transfer; context-rich problems; peer instruction; just-in-time teaching; interactive lecture demonstration
Contemporary Physics Education Project
No full textThe Contemporary Physics Education Project (CPEP) is a non-profit organization comprised of leading physicists and outstanding teachers and educators. CPEP charts, software, and educational materials have gained world-wide recognition. The different features of the site consist of: fundamental particles and interactions, plasma physics and fusion, the history and fate of the universe, and nuclear science. The site includes external links to many other physics education sites
Social Semiotics in University Physics Education
No full textIn this chapter we discuss the application of social semiotics (Halliday 1978; van Leeuwen 2005) in the teaching and learning of university physics. For our purposes we define social semiotics as the study of the development and reproduction of spe- cialized systems of meaning making in particular sections of society. In our work we have used social semiotics as a lens to understand teaching and learning in undergraduate physics. There are many similarities between our social semiotic approach and the other representational work presented in the chapters of this vol- ume. The fundamental aim of this chapter is to introduce the supplementary and complementary aspects that a social semiotic perspective offers physics education and research in the area. Thus, in what follows, we describe our motivations for adopting a social semiotic approach and map out the similarities and differences to the extant body of work on multiple representations in physics education research. We then present a number of theoretical constructs that we have developed in our research group, and discuss their usefulness for understanding the processes of teaching and learning in undergraduate physics.</p
How can GeoGebra support physics education in upper-secondary school : a review
No full textRecently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The general conclusion that comes from these studies is that GeoGebra is a user-friendly software that can be operated intuitively by teachers and students. It provides an environment in which the underlying mathematical structures are always at hand, enabling users to see connections between physical phenomena and their formal representations. In addition, teachers with or without programming skills can use the software to design custom-made computer simulations and augment real experiments with virtual objects. Our intention is to help teachers who would like to start using GeoGebra or to broaden the use of the software in physics education
Problems of physics education in Brazil
Get PDFThis article undertakes a retrospective comparison of the evolution of physics education in Brazil from the second half of the previous century to today, with the aim of highlighting some of the problems of physics education in Brazil in the 21st century. For this purpose, in addition to the specialized literature, we considered as an indispensable reference, the first Brazilian Symposium on Physics Teaching (SNEF), which took place in 1970, and which represented the first major effort of the community of brazilian physicists to diagnose the existing situation in the teaching of physics at national level.En este artículo es realizada una comparación retrospectiva de la evolución de la enseñanza de la física en el país desde mediados del siglo pasado hasta la actualidad, con el objetivo de resaltar aspectos de la didáctica de la física y algunos de los problemas de la enseñanza de la física en el siglo XXI. Para esto, además de la literatura especializada, fue considerada como referencia indispensable la realización del primer Simposio Nacional de Enseñanza de Física (SNEF), en 1970, que representó el primer gran esfuerzo de la comunidad brasileña de físicos para diagnosticar la situación existente de la enseñanza de la física a nivel nacional.FAPESPCNP
Swedish National Resource Centre for Physics Education celebrates its 20th anniversary
No full textThe Swedish National Resource Centre for Physics Education (fysik.org) was created at Lund University by the Swedish Government in 1994. Its 20th anniversary was celebrated 31 March to 1 April at the Island of Hven, which became an EPS historic site in 2013. The theme for the anniversary conference was 'From science education research to education—on research-based development projects'
Swedish National Resource Centre for Physics Education celebrates its 20th anniversary [Elektronisk resurs]
No full textThe Swedish National Resource Centre for Physics Education (fysik.org) was created at Lund University by the Swedish Government in 1994. Its 20th anniversary was celebrated 31 March to 1 April at the Island of Hven, which became an EPS historic site in 2013. The theme for the anniversary conference was 'From science education research to education—on research-based development projects
Uncovering shifts in the history of Physics education: a systematic, NLP-based, thematic analysis of articles from The Physics Teacher and Physics Education journals (1966-2019)
No full textThis study explores the thematic evolution of articles in The Physics Teacher and Physics Education journals, over a critical period in modern history, from the Cold War era to the pre-pandemic world (1966 - 2019). Using an NLP-based inductive topic modeling approach, we identify recurring themes that have shaped the physics education literature, including content-based topics, teaching methodologies, laboratory practices, curriculum development, and the influence of Physics Education Research (PER). Our findings reveal both overarching trends and distinct thematic preferences between the journals. Physics Education has historically emphasized curriculum structures, social aspects of education, and interdisciplinary connections, whereas The Physics Teacher has focused more on pedagogical strategies, demonstrations, and practical teaching tools. Over the past three decades, both journals have increasingly incorporated discussions on technology, computation, and PER-driven instructional practices. By tracing these developments over five decades, this study provides a broader perspective on how physics education has responded to changing educational priorities, technological advancements, and research developments
INTELLIGENT AGENTS: A PHYSICS EDUCATION
Get PDFIntelligent Agents are being applied in a wide range of processes and everyday applications. Their development is not
new, in recent years they have had an increased attention and design in learning and as mentoring tools. In this paper
we discuss the definition of what an intelligent agent is; how they are applied; how thy look like; recent
implementations of agents; agents as support in learning process; their state in Latin-American countries and future
developments and trends that will permit a better communication between people and agents
INTELLIGENT AGENTS: A PHYSICS EDUCATION
No full textIntelligent Agents are being applied in a wide range of processes and everyday applications. Their development is not
new, in recent years they have had an increased attention and design in learning and as mentoring tools. In this paper
we discuss the definition of what an intelligent agent is; how they are applied; how thy look like; recent
implementations of agents; agents as support in learning process; their state in Latin-American countries and future
developments and trends that will permit a better communication between people and agents
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