راهنمای بین‌المللی پژوهش در آموزش فیزیک: تدریس فیزیک

The International Handbook of Physics Education Research: Teaching Physics covers the topics of educational technologies, learning environments, teacher education, and assessment in relation to physics education. 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 current volume incorporates the understanding of both physics and education concepts and provides an extensive review the literature in a wide range of important topics. The International Handbook of Physics Education Research: Teaching Physics includes: Various teaching perspectives including active learning, the modeling method, and teaching environments. Distance/online education, formative and summative assessment, and assessment in online education. Gender, race, and ethnicity equity. 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: EDUCATIONAL TECHNOLOGIES IN PHYSICS TEACHING: Section Editor: Sarantos Psycharis Chapter 1: Technological Pedagogical Content Knowledge (TPACK) in Physics Education 1.1 INTRODUCTION—THE ORIGINS 1.2 MODELS OF TPACK 1.3 TEACHER DEVELOPMENT IN TPACK 1.4 TPACK LEADERS 1.5 STUDENT BENEFITS 1.6 TPACK IN MANDATES AND TEACHER COMPETENCY DOCUMENTS 1.7 TPACK IN STANDARDS AND CURRICULA 1.8 TPACK IN PHYSICS EDUCATION 1.9 CONCLUSIONS—GAPS IN THE LITERATURE REFERENCES Chapter 2: The Role and Impact of Virtual Laboratories in Physics Teaching and Learning: A Synthesis of Literature 2.1 INTRODUCTION 2.2 RESEARCH METHODOLOGY 2.3 EXPLORING THE EFFECTIVENESS OF VIRTUAL LABORATORIES FOR FOSTERING LEARNING OUTCOMES 2.4 STUDENTS’ PERCEPTIONS AND ATTITUDES 2.5 SUPPORTING INQUIRY-BASED EXPERIMENTATION 2.6 DISCUSSION: BROADENING AND TRANSFORMING LABORATORY WORK 2.7 CONCLUSIONS ACKNOWLEDGMENTS REFERENCES Chapter 3: Smartphones as an Educational Intervention for PER. Framing an Analysis for Determinants and Perspectives 3.1 INTRODUCTION 3.2 SMARTPHONES AS EXPERIMENTAL TOOLS 3.3 TECHNOLOGICAL CAPABILITIES OF SMARTPHONES TO SUPPORT EXPERIMENTATION 3.4 THE APPS 3.5 PEDAGOGICAL APPROACHES 3.6 SIGNIFICANT TRENDS 3.7 SYNOPSIS REFERENCES Chapter 4: Experimental Environments in PER: A Critical and Comparative Evaluation of the International Literature—Trends 4.1 INTRODUCTION 4.2 EXPERIMENTAL ENVIRONMENTS IN PER: A CRITICAL EVALUATION 4.3 EXPERIMENTAL ENVIRONMENTS IN PER: A COMPARATIVE EVALUATION 4.4 CONCLUDING REMARKS ON PER 4.5 TRENDS IN PER 4.6 DISCLOSURE STATEMENT REFERENCES Chapter 5: A Review of the Literature for Designing and Developing a Framework for Adaptive Gamification in Physics Education 5.1 INTRODUCTION 5.2 HISTORY OF GAMIFICATION 5.3 GENERAL ARCHITECTURE OF ADAPTIVE LEARNING ENVIRONMENT 5.4 IMPLEMENTATION: “WATER CYCLE” GAMIFICATION PROTOTYPE 5.5 CONCLUSION REFERENCES Chapter 6: Using Sensors and Digital Data Collection/ Analysis Technologies in K–12 Physics Education under the STEM Perspective 6.1 INTRODUCTION 6.2 MOTIVATION AND DEFINITIONS 6.3 REVIEW PROCESS 6.4 PERSPECTIVES AND CONCLUSIONS REFERENCES Chapter 7: Visual and Argumentative Aspects in Greek School Textbooks and in Teachers’ Practices: Glances at the Concept of Periodicity 7.1 INTRODUCTION 7.2 FRAMEWORKS FOR ANALYZING TEXTBOOKS 7.3 SCHOOL TEXTBOOKS AND TEACHING PRACTICES 7.4 THE STUDY 7.5 FIRST RESEARCH PHASE: VRs OF PERIODICITY IN MATHEMATICS AND PHYSICS TEXTBOOKS 7.6 FINDINGS 7.7 CONCLUSIONS OF THE FIRST PHASE 7.8 SECOND RESEARCH PHASE: THE ROLE OF VRs AND TEXTBOOK ARGUMENTATION IN TEACHERS’ PRACTICES 7.9 FINDINGS 7.10 CONCLUSIONS OF THE SECOND PHASE 7.11 OVERALL CONCLUDING REMARKS 7.12 EPILOGUE REFERENCES SECTION II: PHYSICS LEARNING ENVIRONMENTS: Section Editors: Eugenia Etkina and Eric Brewe Chapter 8: Holistic Learning Environments 8.1 INTRODUCTION 8.2 HOLISTIC LEARNING ENVIRONMENTS 8.3 INVESTIGATIVE SCIENCE LEARNING ENVIRONMENT 8.4 MATTER AND INTERACTIONS 8.5 MODELING INSTRUCTION 8.6 PARADIGMS 8.7 PHYSICS AND EVERYDAY THINKING 8.8 PROBLEM/PROJECT-BASED LEARNING 8.9 ELEMENTS REFERENCES Chapter 9: Setting-Specific Learning Environments 9.1 INTRODUCTION 9.2 SSLE FAMILIES 9.3 FAMILY 1: INTEGRATING PEDAGOGY IN REDESIGNED PHYSICAL SPACES 9.4 SCALE-UP 9.5 RESEARCH WITHIN FAMILY 1 ENVIRONMENTS 9.6 FAMILY 2: ENGAGEMENT WITHIN THE LECTURE SETTING 9.7 PEER INSTRUCTION 9.8 INTERACTIVE LECTURE DEMONSTRATIONS 9.9 RESEARCH WITHIN FAMILY 2 ENVIRONMENTS 9.10 DISCUSSION ABOUT FAMILY 2 9.11 FAMILY 3: COOPERATIVE LEARNING OUTSIDE THE LECTURE SETTING 9.12 TUTORIALS 9.13 COOPERATIVE PROBLEM-SOLVING 9.14 RESEARCH WITHIN FAMILY 3 ENVIRONMENTS 9.15 CONCLUSION REFERENCES Chapter 10: Characterizing Lab Environments Using Activity Theory 10.1 INTRODUCTION 10.2 ACTIVITY THEORY 10.3 EXAMPLE 1: THE TRADITIONAL LAB ENVIRONMENT 10.4 EXAMPLE 2: REAL-TIME PHYSICS AND MICROCOMPUTER-BASED LAB ENVIRONMENTS 10.5 EXAMPLE 3: THINKING CRITICALLY IN PHYSICS LAB ENVIRONMENT 10.6 DISCUSSION REFERENCES Chapter 11: Virtual Learning Environments 11.1 INTRODUCTION 11.2 METHODOLOGY 11.3 FINDINGS 11.4 CONCLUSION ACKNOWLEDGMENTS REFERENCES Chapter 12: Informal Learning in Physics 12.1 INTRODUCTION 12.2 DISENTANGLING THE TERMINOLOGY 12.3 INFORMAL LEARNING ACTIVITY FORMATS 12.4 INTERACTION BETWEEN INFORMAL AND FORMAL LEARNING ENVIRONMENTS 12.5 DESIGNING INFORMAL LEARNING SPACES 12.6 RESEARCH AND ASSESSMENT OF INFORMAL LEARNING SPACES 12.7 CONCLUDING THOUGHTS GLOSSARY REFERENCES SECTION III: PHYSICS TEACHER EDUCATION: Section Editor: Eilish McLoughlin Chapter 13: Physics Teacher Education for Early Science Learners 13.1 INTRODUCTION 13.2 CONTEXT 13.3 PHYSICS FOR PRESCHOOL AND PRIMARY SCHOOL TEACHERS 13.4 TESTING AND ASSESSING EXPERIMENTAL SKILLS 13.5 DISCUSSION 13.6 CONCLUSIONS REFERENCES Chapter 14: Pre-Service Physics Teacher Education 14.1 INTRODUCTION 14.2 TRENDS IN PRE-SERVICE PHYSICS TEACHER EDUCATION 14.3 STANDARDS AND THEORIES FOR PRE-SERVICE PHYSICS TEACHERS’ COMPETENCIES 14.4 THE IMPACT OF PRE-SERVICE PHYSICS TEACHER EDUCATION ON PRE-SERVICE PHYSICS TEACHERS 14.5 ENROLLMENT FOR PHYSICS TEACHER EDUCATION 14.6 CONCLUSION REFERENCES Chapter 15: Physics Teacher Professional Learning 15.1 INTRODUCTION 15.2 OVERVIEW OF INTERNATIONAL PRACTICES IN TEACHER PROFESSIONAL LEARNING 15.3 FOCUS OF TEACHER PROFESSIONAL LEARNING 15.4 STRATEGIES FOR TEACHER PROFESSIONAL LEARNING 15.5 EXAMPLES OF PRACTICES IN PHYSICS TEACHER PROFESSIONAL LEARNING 15.6 CONCLUSIONS REFERENCES Chapter 16: Research on the Development of Faculty, Graduate Teaching Assistants, and Undergraduate Learning Assistants 16.1 FACULTY DEVELOPMENT 16.2 THE LEARNING ASSISTANT (LA) MODEL FOR FACULTY DEVELOPMENT AND COURSE CHANGE 16.3 RESEARCH ON THE LA MODEL 16.4 GRADUATE TEACHING ASSISTANTS 16.5 HISTORY: EARLY WORK IN GTA TRAINING 16.6 GTA PREPARATION AND THE RISE OF INTERACTIVE ENGAGEMENT TEACHING PRACTICES 16.7 PEDAGOGICAL CONTENT KNOWLEDGE, PROFESSIONAL DEVELOPMENT, AND RESEARCH ON GTA PREPARATION 16.8 THE SEVEN PRINCIPLES FOR BEST PRACTICES IN GTA PREPARATION 16.9 CONCLUSIONS REFERENCES SECTION IV: ASSESSMENT OF STUDENT LEARNING IN PHYSICS: Section Editors: Feral Ogan Bekiroglu and Mehmet Fatih Chapter 17: The Relationship between Alternative Assessment and Physics Learning from the Perspective of Different Functions of Assessment 17.1 INTRODUCTION 17.2 METHOD 17.3 FINDINGS ON ALTERNATIVE FORMS OF ASSESSMENT AND LEARNING OF PHYSICS 17.4 CONCLUSION AND SUGGESTION REFERENCES Chapter 18: Assessment Practices in Interactive Physics Class: Explicating Theories and Applications 18.1 INTRODUCTION 18.2 A BRIEF SYNTHESIS OF FORMATIVE ASSESSMENT 18.3 FORMATIVE ASSESSMENTS IN INTERACTIVE ENGAGEMENT PHYSICS CLASSES 18.4 FORMATIVE PRACTICES IN INTERACTIVE PHYSICS INSTRUCTION FROM THE PERSPECTIVE OF LEARNING AND PEDAGOGICAL THEORIES 18.5 SUMMARY AND IMPLICATIONS REFERENCES Chapter 19: Assessment of Conceptual Understanding in Physics 19.1 INTRODUCTION 19.2 CONCEPTUAL UNDERSTANDING IN PHYSICS 19.3 ASSESSMENT OF PHYSICS UNDERSTANDING FOR MULTIPLE PURPOSES 19.4 METHODS OF ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN PHYSICS 19.5 CONCEPTUAL TESTS 19.6 VALIDITY AND RELIABILITY ISSUES IN CONCEPTUAL ASSESSMENT 19.7 THE FUTURE OF ASSESSMENT OF CONCEPTUAL UNDERSTANDING 19.8 CONCLUSION REFERENCES LIST OF REFERENCES FOR CONCEPTUAL TESTS Chapter 20: Instruments for Diagnosing Students’ Conceptions of Optical Phenomena 20.1 INTRODUCTION 20.2 DIAGNOSING STUDENTS’ CONCEPTIONS OF OPTICAL PHENOMENA USING INTERVIEWS 20.3 DIAGNOSING STUDENTS’ CONCEPTIONS OF OPTICS BY DRAWING DIAGRAMS AND WRITING DESCRIPTIONS 20.4 DIAGNOSING STUDENTS’ CONCEPTIONS OF OPTICS USING MULTIPLE-CHOICE QUESTIONS 20.5 DIAGNOSING STUDENTS’ CONCEPTIONS OF OPTICS USING COMPARATIVE CONTEXT-DEPENDENT MULTIPLE CHOICE ITEMS 20.6 CONCLUDING COMMENTS REFERENCES Index