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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010184536 | QC30 P49 2005 | Open Access Book | Proceedings, Conference, Workshop etc. | Searching... |
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Summary
Summary
Contains a collection of research papers by the 2004 Physics Education Research (PER) Conference. Bringing together research in how Physics is taught and learned, this work also discusses student understanding of concepts, the efficacy of different pedagogical techniques, and the importance of student attitudes toward physics and knowledge.
Reviews 1
Choice Review
These proceedings from the 2004 Physics Education Research Conference are exactly what one would expect. There are approximately 50 papers dealing with various learning paradigms and teaching techniques in physics education. Topics include transfer of knowledge, conceptual understanding, gender and race issues, using computers in learning, and general problem-solving techniques. If one is interested in physics education, there is probably a paper that addresses that interest. The papers are short and assume a background in physics education; however, there are general good references at the end of each paper to fill in the background. This is not a resource for high school physics teachers but rather for those who wish to understand how students may learn physics. There are techniques and paradigms that would transfer to other fields, particularly other science fields. Graduate students in education may find some of these articles useful. These papers should be read by graduate students in physics who are interested in becoming college-level physics professors and by current physics professors to possibly improve the level of knowledge gained by their students. ^BSumming Up: Highly recommended. Graduate students through professionals. D. B. Mason Albright College
