The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic…mehr
The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic knowledge in education and comunication (for what concerns teaching skills and strategies). Looking back at the historical development of the research one may recognize that the complexity of the endeavour was not clear at first but became clear in its development, which shifted the focus of the research in the course of time from physics to learning to teaching. We may say that the research started, more than 30 years ago, with a focus on disciplinary knowledge. Physicists in different parts of the western world, after research work in some field of physics, decided to concentrate on the didactical comunication of physical knowledge.
1. Generalizations to Be Drawn from Results of Research on Teaching and Learning.- 2. Wrong Experiments as a Teaching Tool.- 3. Do We Need an Agreement with Mathematicians?.- 4. Modeling Software for Learning and Doing Physics.- 5. The Contents of Physics: Essential Elements, Common Views.- 6. Should Physicists Preach What They Practice?: Constructive Modeling in Doing and Learning Physics.- 7. From Language to Concept Appropriation in Physics: Two Case Studies.- 8. Epistemology in Science Education.- 9. Physics, Philosophy, and Education.- 10. What Do Epistemology and Ontology Have to Offer in Considering Progression in Physics Education?.- 11. The Physics Laboratory - Yesterday, Today and.- 12. The Grand Laws of Scale: Their Place in Science Education.- 13. Conceptual Dynamics: Changing Student Views of Force and Motion.- 14. Force-Motion Conceptions: A Phenomenological Analysis of Questionnaires Submitted to Freshmen Physics Majors.- 15. The Language of Physics: A Case Study of the Concept of Force in Primary Education.- 16. A Modern Understanding of the Origins of Students' Difficulties to Operate with the Weight Concept.- 17. Modeling in Physics Education: A Computer Based Learning Environment for Newtonian Mechanics.- 18. Words and Their Meaning in Teaching Thermodynamics.- 19. The Need of Changes in Elementary School Teachers' Training: The Case of the Energy Concept as an Example.- 20. The Big Game of Energy and Entropy.- 21. A Critical Analysis of the Language of Modern Physics.- 22. Complexity in Biology: The Point of View of a Physicist.- 23. Can We Understand Intelligent Behavior by Methods of Theoretical Physics?.- 24. The Struggle against Convention: A Case for Teaching Qualitatively Based Introductory Modern Physics.- 25. Students' Conceptions ofQuantum Physics.- 26. A Fundamental Concept in Quantum Theory: The Superposition Principle.- 27. Special and General Relativity and Cosmology for Teachers and High-School Students.- 28. Looking at the Second Law of Thermodynamics through the Eyes of Maxwell's Demon.- 29. From Effective Mass to Negative Mass.- 30. How to Introduce Modern Physics Topics in High School Curriculum? A Proposal.- 31. Physical Laws Revisited.- 32. Qualitative Methods in Problem Solving: The Evaluation of the Orders of Magnitude.- 33. Why Should an Ordinary Man Know about Physics?.- 34. University Education in Physics and the Needs of Industry.- 35. Mediation by Texts and Teachers' Representations in Physics Education.- 36. Scientific Knowledge and Teaching Ability.- 37. Teaching Physics and Biophysics to Veterinary Students and Specialists.- 38. Perspectives and Development of Research in Physics Education: Round Table.- 39. Perspectives and Development of Research in Physics Education.- 40. Conceptual Change for Teachers and Researchers.- 41. Concluding Remarks and Afterthoughts.
1. Generalizations to Be Drawn from Results of Research on Teaching and Learning.- 2. Wrong Experiments as a Teaching Tool.- 3. Do We Need an Agreement with Mathematicians?.- 4. Modeling Software for Learning and Doing Physics.- 5. The Contents of Physics: Essential Elements, Common Views.- 6. Should Physicists Preach What They Practice?: Constructive Modeling in Doing and Learning Physics.- 7. From Language to Concept Appropriation in Physics: Two Case Studies.- 8. Epistemology in Science Education.- 9. Physics, Philosophy, and Education.- 10. What Do Epistemology and Ontology Have to Offer in Considering Progression in Physics Education?.- 11. The Physics Laboratory - Yesterday, Today and.- 12. The Grand Laws of Scale: Their Place in Science Education.- 13. Conceptual Dynamics: Changing Student Views of Force and Motion.- 14. Force-Motion Conceptions: A Phenomenological Analysis of Questionnaires Submitted to Freshmen Physics Majors.- 15. The Language of Physics: A Case Study of the Concept of Force in Primary Education.- 16. A Modern Understanding of the Origins of Students' Difficulties to Operate with the Weight Concept.- 17. Modeling in Physics Education: A Computer Based Learning Environment for Newtonian Mechanics.- 18. Words and Their Meaning in Teaching Thermodynamics.- 19. The Need of Changes in Elementary School Teachers' Training: The Case of the Energy Concept as an Example.- 20. The Big Game of Energy and Entropy.- 21. A Critical Analysis of the Language of Modern Physics.- 22. Complexity in Biology: The Point of View of a Physicist.- 23. Can We Understand Intelligent Behavior by Methods of Theoretical Physics?.- 24. The Struggle against Convention: A Case for Teaching Qualitatively Based Introductory Modern Physics.- 25. Students' Conceptions ofQuantum Physics.- 26. A Fundamental Concept in Quantum Theory: The Superposition Principle.- 27. Special and General Relativity and Cosmology for Teachers and High-School Students.- 28. Looking at the Second Law of Thermodynamics through the Eyes of Maxwell's Demon.- 29. From Effective Mass to Negative Mass.- 30. How to Introduce Modern Physics Topics in High School Curriculum? A Proposal.- 31. Physical Laws Revisited.- 32. Qualitative Methods in Problem Solving: The Evaluation of the Orders of Magnitude.- 33. Why Should an Ordinary Man Know about Physics?.- 34. University Education in Physics and the Needs of Industry.- 35. Mediation by Texts and Teachers' Representations in Physics Education.- 36. Scientific Knowledge and Teaching Ability.- 37. Teaching Physics and Biophysics to Veterinary Students and Specialists.- 38. Perspectives and Development of Research in Physics Education: Round Table.- 39. Perspectives and Development of Research in Physics Education.- 40. Conceptual Change for Teachers and Researchers.- 41. Concluding Remarks and Afterthoughts.
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