Teaching and physics education research: bridging the gap
Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER resear...
Gespeichert in:
| Veröffentlicht in: | Reports on progress in physics 2014-03, Vol.77 (3), p.032401-032401 |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 032401 |
|---|---|
| container_issue | 3 |
| container_start_page | 032401 |
| container_title | Reports on progress in physics |
| container_volume | 77 |
| creator | Fraser, James M Timan, Anneke L Miller, Kelly Dowd, Jason E Tucker, Laura Mazur, Eric |
| description | Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice. |
| doi_str_mv | 10.1088/0034-4885/77/3/032401 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1718923197</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1718923197</sourcerecordid><originalsourceid>FETCH-LOGICAL-c416t-e78237727948ca4f10b75da2942af1ccd5e30f0eb2688a64d83b86eac6e99a883</originalsourceid><addsrcrecordid>eNqFkMtKw0AUhgdRbK0-gpKdbmLmlrm4k-INCm7qepjMTJqUNhlnmkXf3oTU4kLo6nDg-_9z-AC4RfARQSEyCAlNqRB5xnlGMkgwhegMTBFhKGWMkHMwPTITcBXjGkKEBJaXYIJpLvN-mwK5dNpUdbNKdGMTX-1jbWLibGf0rm6bJLjodDDVU1KE2q4GcFe5ZKX9Nbgo9Sa6m8Ocga_Xl-X8PV18vn3MnxepoYjtUscFJpxjLqkwmpYIFjy3GkuKdYmMsbkjsISuwEwIzagVpBCsf4o5KbUQZAYexl4f2u_OxZ3a1tG4zUY3ru2iQhwJiQmS_DSaQ86l5D0-A_mImtDGGFypfKi3OuwVgmoQrAZ5apCnOFdEjYL73N3hRFdsnT2mfo32ABqBuvVq3Xah6eWcLL3_JxO8_0spb0vyA8QZkC0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1507799792</pqid></control><display><type>article</type><title>Teaching and physics education research: bridging the gap</title><source>IOP Publishing Journals</source><source>Institute of Physics (IOP) Journals - HEAL-Link</source><creator>Fraser, James M ; Timan, Anneke L ; Miller, Kelly ; Dowd, Jason E ; Tucker, Laura ; Mazur, Eric</creator><creatorcontrib>Fraser, James M ; Timan, Anneke L ; Miller, Kelly ; Dowd, Jason E ; Tucker, Laura ; Mazur, Eric</creatorcontrib><description>Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice.</description><identifier>ISSN: 0034-4885</identifier><identifier>EISSN: 1361-6633</identifier><identifier>DOI: 10.1088/0034-4885/77/3/032401</identifier><identifier>PMID: 24595011</identifier><identifier>CODEN: RPPHAG</identifier><language>eng</language><publisher>England: IOP Publishing</publisher><subject>active learning ; Bridging ; Education ; faculty time ; physics education ; problem solving ; research-based instruction ; Strategy ; student learning ; student resistance ; Teaching</subject><ispartof>Reports on progress in physics, 2014-03, Vol.77 (3), p.032401-032401</ispartof><rights>2014 IOP Publishing Ltd</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c416t-e78237727948ca4f10b75da2942af1ccd5e30f0eb2688a64d83b86eac6e99a883</citedby><cites>FETCH-LOGICAL-c416t-e78237727948ca4f10b75da2942af1ccd5e30f0eb2688a64d83b86eac6e99a883</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://iopscience.iop.org/article/10.1088/0034-4885/77/3/032401/pdf$$EPDF$$P50$$Giop$$H</linktopdf><link.rule.ids>314,776,780,27903,27904,53825,53872</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24595011$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Fraser, James M</creatorcontrib><creatorcontrib>Timan, Anneke L</creatorcontrib><creatorcontrib>Miller, Kelly</creatorcontrib><creatorcontrib>Dowd, Jason E</creatorcontrib><creatorcontrib>Tucker, Laura</creatorcontrib><creatorcontrib>Mazur, Eric</creatorcontrib><title>Teaching and physics education research: bridging the gap</title><title>Reports on progress in physics</title><addtitle>RoPP</addtitle><addtitle>Rep. Prog. Phys</addtitle><description>Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice.</description><subject>active learning</subject><subject>Bridging</subject><subject>Education</subject><subject>faculty time</subject><subject>physics education</subject><subject>problem solving</subject><subject>research-based instruction</subject><subject>Strategy</subject><subject>student learning</subject><subject>student resistance</subject><subject>Teaching</subject><issn>0034-4885</issn><issn>1361-6633</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><recordid>eNqFkMtKw0AUhgdRbK0-gpKdbmLmlrm4k-INCm7qepjMTJqUNhlnmkXf3oTU4kLo6nDg-_9z-AC4RfARQSEyCAlNqRB5xnlGMkgwhegMTBFhKGWMkHMwPTITcBXjGkKEBJaXYIJpLvN-mwK5dNpUdbNKdGMTX-1jbWLibGf0rm6bJLjodDDVU1KE2q4GcFe5ZKX9Nbgo9Sa6m8Ocga_Xl-X8PV18vn3MnxepoYjtUscFJpxjLqkwmpYIFjy3GkuKdYmMsbkjsISuwEwIzagVpBCsf4o5KbUQZAYexl4f2u_OxZ3a1tG4zUY3ru2iQhwJiQmS_DSaQ86l5D0-A_mImtDGGFypfKi3OuwVgmoQrAZ5apCnOFdEjYL73N3hRFdsnT2mfo32ABqBuvVq3Xah6eWcLL3_JxO8_0spb0vyA8QZkC0</recordid><startdate>20140301</startdate><enddate>20140301</enddate><creator>Fraser, James M</creator><creator>Timan, Anneke L</creator><creator>Miller, Kelly</creator><creator>Dowd, Jason E</creator><creator>Tucker, Laura</creator><creator>Mazur, Eric</creator><general>IOP Publishing</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>7U5</scope><scope>8FD</scope><scope>H8D</scope><scope>L7M</scope></search><sort><creationdate>20140301</creationdate><title>Teaching and physics education research: bridging the gap</title><author>Fraser, James M ; Timan, Anneke L ; Miller, Kelly ; Dowd, Jason E ; Tucker, Laura ; Mazur, Eric</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c416t-e78237727948ca4f10b75da2942af1ccd5e30f0eb2688a64d83b86eac6e99a883</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>active learning</topic><topic>Bridging</topic><topic>Education</topic><topic>faculty time</topic><topic>physics education</topic><topic>problem solving</topic><topic>research-based instruction</topic><topic>Strategy</topic><topic>student learning</topic><topic>student resistance</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Fraser, James M</creatorcontrib><creatorcontrib>Timan, Anneke L</creatorcontrib><creatorcontrib>Miller, Kelly</creatorcontrib><creatorcontrib>Dowd, Jason E</creatorcontrib><creatorcontrib>Tucker, Laura</creatorcontrib><creatorcontrib>Mazur, Eric</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>Solid State and Superconductivity Abstracts</collection><collection>Technology Research Database</collection><collection>Aerospace Database</collection><collection>Advanced Technologies Database with Aerospace</collection><jtitle>Reports on progress in physics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Fraser, James M</au><au>Timan, Anneke L</au><au>Miller, Kelly</au><au>Dowd, Jason E</au><au>Tucker, Laura</au><au>Mazur, Eric</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Teaching and physics education research: bridging the gap</atitle><jtitle>Reports on progress in physics</jtitle><stitle>RoPP</stitle><addtitle>Rep. Prog. Phys</addtitle><date>2014-03-01</date><risdate>2014</risdate><volume>77</volume><issue>3</issue><spage>032401</spage><epage>032401</epage><pages>032401-032401</pages><issn>0034-4885</issn><eissn>1361-6633</eissn><coden>RPPHAG</coden><abstract>Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice.</abstract><cop>England</cop><pub>IOP Publishing</pub><pmid>24595011</pmid><doi>10.1088/0034-4885/77/3/032401</doi><tpages>17</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0034-4885 |
| ispartof | Reports on progress in physics, 2014-03, Vol.77 (3), p.032401-032401 |
| issn | 0034-4885 1361-6633 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1718923197 |
| source | IOP Publishing Journals; Institute of Physics (IOP) Journals - HEAL-Link |
| subjects | active learning Bridging Education faculty time physics education problem solving research-based instruction Strategy student learning student resistance Teaching |
| title | Teaching and physics education research: bridging the gap |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-22T21%3A11%3A57IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Teaching%20and%20physics%20education%20research:%20bridging%20the%20gap&rft.jtitle=Reports%20on%20progress%20in%20physics&rft.au=Fraser,%20James%20M&rft.date=2014-03-01&rft.volume=77&rft.issue=3&rft.spage=032401&rft.epage=032401&rft.pages=032401-032401&rft.issn=0034-4885&rft.eissn=1361-6633&rft.coden=RPPHAG&rft_id=info:doi/10.1088/0034-4885/77/3/032401&rft_dat=%3Cproquest_cross%3E1718923197%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1507799792&rft_id=info:pmid/24595011&rfr_iscdi=true |