راهنمای بین‌المللی پژوهش در آموزش فیزیک: موضوعات ویژه

The International Handbook of Physics Education Special Topics covers the topics of equity and inclusion; history and philosophy of physics; textbooks; mathematics; research history, methodologies, and themes. As the field of physics education research grows, it is increasingly difficult for newcomers to gain an appreciation of the major findings across all sub-domains, discern global themes, and recognize gaps in the literature. The International Handbook of Physics Education Special Topics incorporates the understanding of both physics and education concepts and provides an extensive review of the literature in a wide range of important topics. The International Handbook of Physics Education Special Topics The history and philosophy of physics teaching, including a review of physics textbooks. Teaching mathematics for physics students. Methodologies in physics education research and the future of physics departments. Readers will find this comprehensive treatment of the literature useful in understanding physics education research and extending to all the physical sciences including chemistry, mathematics, astronomy, and other related disciplines. Cover Half Title Title Page Copyright Page Preface Acknowledgments Contributors Table of Contents Introduction SECTION I: EQUITY AND INCLUSION IN PHYSICS EDUCATION RESEARCH: Section Editor: Geraldine Cochran Chapter 1: Teaching Physics with Disabled Learners: A Review of the Literature 1.1 INTRODUCTION 1.2 METHODS 1.3 FINDINGS 1.4 DISCUSSION 1.5 FUTURE DIRECTIONS REFERENCES Chapter 2: Framework for and Review of Research on Assessing and Improving Equity and Inclusion in Undergraduate Physics Learning Environments 2.1 INTRODUCTION AND FRAMEWORK 2.2 QUANTITATIVE RESEARCH ON PHYSICS MAJOR-LEVEL EQUITY IN OUTCOME 2.3 QUANTITATIVE RESEARCH ON COURSE-LEVEL EQUITY IN OUTCOME: PERFORMANCE 2.4 QUANTITATIVE RESEARCH ON COURSE-LEVEL EQUITY IN OUTCOME: MOTIVATIONAL BELIEFS 2.5 STEREOTYPE THREAT 2.6 QUALITATIVE METHOD RESEARCH 2.7 INTERVENTIONS 2.8 CRITIQUES, ONGOING DIALOGUES, AND FUTURE DIRECTIONS REFERENCES Chapter 3: Research on Gender, Intersectionality, and LGBTQ+ Persons in Physics Education Research 3.1 INTRODUCTION 3.2 AVOIDING GAP-GAZING 3.3 INTERSECTIONALITY 3.4 LGBTQ+ RESEARCH IN STEM EDUCATION 3.5 CONCLUSION REFERENCES Chapter 4: Research on Equity in Physics Graduate Education 4.1 INTRODUCTION 4.2 RESEARCH ON SYSTEMIC AND CULTURAL FACTORS AS BARRIERS TO EQUITABLE EDUCATIONAL EXPERIENCES 4.3 RESEARCH ON STUDENT EXPERIENCE IN GRADUATE SCHOOL 4.4 IMPLICATIONS FOR RESEARCHERS ACKNOWLEDGMENTS REFERENCES Chapter 5: Research Design Concerning Equity in Physics Education Research (PER) 5.1 INTRODUCTION 5.2 MAKING THE TEAM: WHAT TO CONSIDER WHEN INITIATING A STUDY ON EQUITY 5.3 DEVELOPING RESEARCH GOALS AND QUESTIONS THAT BENEFIT THE POPULATION BEING STUDIED 5.4 RECRUITING AND SELECTING RESEARCH PARTICIPANTS, PARTICULARLY FROM MARGINALIZED POPULATIONS 5.5 RESEARCH INSTRUMENTS 5.6 DATA SOURCES AND COLLECTION 5.7 SAFETY AND CARE FOR RESEARCHERS AND RESEARCH PARTICIPANTS 5.8 THEORETICAL FRAMEWORKS, DATA ANALYSIS, AND INTERPRETATION 5.9 SHARING THE RESEARCH FINDINGS BEYOND THE ACADEMY 5.10 CHANGES TO RESEARCH DESIGN 5.11 DISCUSSION AND CONCLUSIONS REFERENCES SECTION II: THE HISTORY AND PHILOSOPHY OF PHYSICS IN PHYSICS EDUCATION: Section Editors: Donald J. Metz, Peter Heering, and Cibelle Celestino Silva Chapter 6: Physics as a Human Endeavor 6.1 INTRODUCTION 6.2 EARLY PHYSICS EDUCATION RESEARCH: DIVERSITY, INCLUSION, AND THE LIMITS OF THE PHYSICS CLASSROOM 6.3 COMBATTING BIAS: GENDER 6.4 COMBATTING BIAS: RACE 6.5 THE COLD WAR AND THE FOUNDATIONS OF THE MODERN PHYSICS DISCIPLINE: PEDAGOGICAL HISTORIES AND THE ANTHROPOLOGY OF PHYSICS 6.6 CLIMATE CHANGE AND THE FUTURE PHYSICS CLASSROOM: MEETING THE ANTHROPOCENE REFERENCES Chapter 7: The Role of Physics in Achieving Scientific Literacy in the Present and the Future 7.1 INTRODUCTION 7.2 EMERGING NEW LITERACIES IN THE SOCIETIES 7.3 SCIENTIFIC LITERACY AS A KEY IN THE PRESENT AND THE FUTURE 7.4 TRENDS IN RESEARCH ON SCIENTIFIC LITERACY 7.5 PHYSICS AS A KEY CONTENT OF KNOWLEDGE IN SCIENTIFIC LITERACY 7.6 PHYSICS AS A FUNDAMENTAL BELIEF IN SCIENTIFIC LITERACY 7.7 CONCLUSION ACKNOWLEDGMENTS REFERENCES Chapter 8: History of Physics and Socio-Scientific Issues: Approaching Gender and Social Justice 8.1 INTRODUCTION 8.2 SOCIO SCIENTIFIC ISSUES IN SCIENCE EDUCATION 8.3 SSI AND HP TO PROMOTE SOCIAL JUSTICE 8.4 BUILDING AN EXAMPLE: LISE MEITNER AND SSI ON PHYSICS TEACHING 8.5 SOME CONSIDERATIONS ACKNOWLEDGMENTS REFERENCES Chapter 9: The Aims and Values of Physics 9.1 INTRODUCTION 9.2 HISTORICAL REVIEW OF THE AIMS AND VALUES OF PHYSICS 9.3 THE CONSTRUCTION OF CONSENSUAL VIEWS OF THE NATURE OF SCIENCE 9.4 NEW PERSPECTIVES FOR THE ROLE OF HISTORY, PHILOSOPHY AND SOCIAL STUDIES OF SCIENCE IN PHYSICS TEACHING REFERENCES Chapter 10: Methods and Practices in Physics 10.1 INTRODUCTION 10.2 THE DEMARCATION PROBLEM AND THE RISE AND FALL OF THE “SCIENTIFIC METHOD” 10.3 NATURE OF SCIENCE AND SCIENTIFIC INQUIRY 10.4 THE HISTORY OF PHYSICS IN PHYSICS TEACHING 10.5 PHYSICS AND PHYSICS EDUCATION ON PRACTICES AND METHODS 10.6 SUMMARY AND DIRECTIONS FOR FUTURE RESEARCH REFERENCES Chapter 11: Epistemic Beliefs and Physics Teacher Education 11.1 INTRODUCTION 11.2 FROM THE EMERGENCE OF RESEARCH ON EPISTEMIC BELIEFS TO PROLIFERATION 11.3 FOUNDATIONAL ISSUES 11.4 ON SOME OF THE MANY ROADS AHEAD REFERENCES Chapter 12: Philosophy of Physics: Its Significance for Teaching and Learning 12.1 INTRODUCTION 12.2 A BRIEF REVIEW OF HISTORICAL INTERACTION BETWEEN PHYSICS AND PHILOSOPHY 12.3 PHYSICS AND PHILOSOPHY OR PHYSICS WITHOUT PHILOSOPHY? 12.4 PHILOSOPHY OF PHYSICS (PoP) 12.5 PHYSICS, PHILOSOPHY, AND THE FIELD OF EDUCATION 12.6 PHILOSOPHY OF PHYSICS AND PER: LEARNING THEORIES AND INSTRUCTIONAL STRATEGIES 12.7 CONCLUSION REFERENCES Chapter 13: New Methodological Approaches Toward Implementing HPS in Physics Education: The Landscape of Physics Education 13.1 INTRODUCTION 13.2 CHAPTER ORIENTING ASPECTS 13.3 WIDELY DOCUMENTED TRENDS 13.4 THE MISSING STUDENT PERSPECTIVE 13.5 OTHER LITERATURE REVIEWS 13.6 TOURS 13.7 TOUR 1: HISTORICAL EXPERIMENTS AND INSTRUMENTS 13.8 TOUR 2: CONTEXTUALIZATION THROUGH NARRATIVES 13.9 TOUR 3: FEMINISM AND INDIGENOUS EXPERIENCE 13.10 CONCLUSION ACKNOWLEDGMENTS REFERENCES SECTION III: PHYSICS TEXTBOOKS: Section Editors: Marika Kapanadze and Gabriela Jonas-Ahrend Chapter 14: Expectations on Physics Textbooks 14.1 INTRODUCTION 14.2 THEORY 14.3 RESEARCH QUESTION 14.4 METHODS 14.5 RESULTS 14.6 DISCUSSION 14.7 CONCLUSION AND OUTLOOK REFERENCES Chapter 15: Textbook and Curriculum Alignment 15.1 INTRODUCTION 15.2 THE PLACE AND ROLE OF TEXTBOOKS IN AN EXTENDED CONCEPTION OF CURRICULUM 15.3 ALIGNMENT OF PHYSICS TEXTBOOKS AND CURRICULA IN PHYSICS EDUCATION RESEARCH: AN INITIAL CONTEXTUAL CONSIDERATION 15.4 CURRICULUM-BASED RESEARCH OF PHYSICS TEXTBOOKS 15.5 ALIGNMENT OF PHYSICS TEXTBOOKS WITH META-CURRICULAR FRAMEWORKS 15.6 ALIGNMENT OF PHYSICS TEXTBOOKS WITH INTRA-CURRICULAR PROCESSES 15.7 CONCLUSIONS REFERENCES Chapter 16: Analysis of Physics Textbook Content 16.1 INTRODUCTION 16.2 RESEARCH METHOD 16.3 BASIC INFORMATION ABOUT THE REVIEWED LITERATURE 16.4 FINDINGS ON THE ANALYSIS OF PHYSICS TEXTBOOK CONTENT 16.5 CONTENT ANALYSIS OF KEY TECHNIQUES AND METHODS OF PHYSICS TEXTBOOKS 16.6 CONCLUSIONS 16.7 LIMITATIONS AND IMPLICATIONS REFERENCES Chapter 17: Evaluation of Physics Textbooks 17.1 INTRODUCTION 17.2 METHODS 17.3 FINDINGS 17.4 CONCLUSIONS ACKNOWLEDGMENTS REFERENCES SECTION IV: MATHEMATICS IN TEACHING AND LEARNING PHYSICS: Section Editor: Gesche Pospiech Chapter 18: Role of Mathematics in Physics from Multiple Perspectives 18.1 INTRODUCTION 18.2 PERSPECTIVES ON THE INTERPLAY 18.3 EDUCATIONAL PERSPECTIVE ON THE RELATION OF MATHEMATICS AND PHYSICS 18.4 FRAMEWORKS FOR DESCRIBING THE BLENDING OF PHYSICS AND MATHEMATICS 18.5 CONCLUSION AND OUTLOOK REFERENCES Chapter 19: The Meanings of Physics Equations in the Context of the Interplay between Physics and Mathematics 19.1 INTRODUCTION 19.2 PHYSICS EQUATIONS IN PHYSICS EDUCATION 19.3 PERSPECTIVES ON THE INTERPLAY BETWEEN PHYSICS AND MATHEMATICS 19.4 STUDENTS AND TEACHERS COMPREHENSION OF MATHEMATIZATION 19.5 CONCLUSION REFERENCES Chapter 20: Graphs 20.1 INTRODUCTION 20.2 THEORETICAL BACKGROUND 20.3 GRAPHS IN MATHEMATICS EDUCATION RESEARCH 20.4 GRAPHS IN PHYSICS EDUCATION RESEARCH 20.5 INSTRUMENTS FOR ASSESSING STUDENT DIFFICULTIES WITH GRAPHS 20.6 INTERPLAY OF MATHEMATICS AND PHYSICS IN STUDENT UNDERSTANDING OF GRAPHS 20.7 EYE-TRACKING STUDIES 20.8 CONCLUSION REFERENCES Chapter 21: Visualization and Mathematization: How Digital Tools Provide Access to Formal Physics Ideas 21.1 INTRODUCTION 21.2 THEORIES OF VISUALIZATION/MATHEMATIZATION AND OUR APPROACH TO SYNTHESIS 21.3 FUNCTION I: BRIDGING PHYSICAL PHENOMENA AND FORMAL REPRESENTATIONS 21.4 FUNCTION II: BRIDGING IDEALIZED MODELS AND FORMAL REPRESENTATIONS 21.5 SUMMARIZING THE HISTORY OF VISUALIZATION TOOLS IN PHYSICS EDUCATION 21.6 CONCLUSIONS APPENDIX—LEGEND FOR REFERENCES IN FIG. 21.8 REFERENCES SECTION V: PHYSICS EDUCATION RESEARCH: HISTORY, METHODOLOGIES, THEMES: Section Editor: David E. Meltzer Chapter 22: The Necessarily, Wonderfully Unsettled State of Methodology in PER: A Reflection 22.1 A REMINDER OF METHODOLOGY IN PHYSICS 22.2 METHODOLOGY IN PER 22.3 LOOKING FORWARD ACKNOWLEDGMENTS REFERENCES Chapter 23: Toward More Rapid Accumulation of Knowledge about What Works in Physics Education: The Role of Replication, Reporting Practices, and Meta-Analysis 23.1 CRITICISMS AROUND KNOWLEDGE ACCUMULATION FOR WHAT WORKS IN EDUCATION 23.2 REPLICATION AND ITS CONTRIBUTION TO KNOWLEDGE ACCUMULATION 23.3 REPORTING PRACTICES AND RESOURCES TO FACILITATE REPLICATION 23.4 INSTITUTIONALIZING PRACTICES FOR MORE RAPID KNOWLEDGE ACCUMULATION REFERENCES Chapter 24: Quantitative Methods in PER 24.1 INTRODUCTION 24.2 RESEARCH-BASED CONCEPTUAL INSTRUMENTS 24.3 DESCRIPTIVE AND INFERENTIAL ANALYSES 24.4 CLASSICAL TEST THEORY 24.5 ITEM RESPONSE THEORY 24.6 FACTOR ANALYSIS 24.7 REGRESSION 24.8 STRUCTURAL EQUATION MODELING 24.9 CLUSTER ANALYSIS 24.10 NETWORK ANALYSIS 24.11 MACHINE LEARNING 24.12 CONCLUSION ACKNOWLEDGMENTS REFERENCES Chapter 25: Qualitative Methods in Physics Education Research 25.1 INTRODUCTION 25.2 OVERVIEW 25.3 RESEARCH QUESTIONS AND STUDY DESIGN 25.4 INTERVIEWS 25.5 TEACHING INTERVIEWS 25.6 SURVEYS, ARTIFACTS, AND ELECTRONIC SOURCES 25.7 OBSERVATIONS 25.8 PROCESSING DATA 25.9 CODING AND ANALYZING DATA 25.10 THEORETICAL PERSPECTIVES AND FRAMEWORKS: STUDY TYPES 25.11 VALIDITY AND RELIABILITY IN QUALITATIVE RESEARCH 25.12 SUMMARY REFERENCES Chapter 26: Research-Based Teaching-Learning Sequences in Physics Education: A Rising Line of Research 26.1 INTRODUCTION 26.2 RESEARCH ON THE DESIGN AND EVALUATION OF PHYSICS TEACHING LEARNING SEQUENCES 26.3 DESIGN-BASED RESEARCH: A RESEARCH METHODOLOGY ON TEACHING AND LEARNING SPECIFIC SCIENTIFIC CONTENT 26.4 DEFINING DESIGN TOOLS FOR ARTICULATING INTERMEDIATE FRAMEWORKS 26.5 EXCHANGE OF SUCCESSFUL EDUCATIONAL PRACTICES AND PRODUCTS 26.6 PERSPECTIVES OF DESIGN-BASED RESEARCH AND EVALUATION OF TLS REFERENCES Chapter 27: Epilogue 27.1 INTRODUCTION: A LITTLE HISTORY 27.2 PER AS PROLOGUE TO THE 21st CENTURY 27.3 BEYOND THE SKILLS 27.4 21st CENTURY GRADUATE EDUCATION IN PER 27.5 CONCLUSIONS ACKNOWLEDGMENT REFERENCES Index