How We Think About and Prepare to Teach Physics

Dewey I. Dykstra

doi:10.1063/1.2084738

How We Think About and Prepare to Teach Physics

Dewey I. Dykstra

Physics Department

Research output: Contribution to journal › Article › peer-review

Abstract

We have been preparing physics teachers in the same manner for many decades. Yet, physics education research reveals for some observers disturbing evidence of little or no change in understanding the phenomena occurs as a direct result of physics instruction from elementary school through the college years. The apparent compatibility between these learning results and prevailing paradigm enables the construction of a description the paradigm. If it can be demonstrated that there is even just one alternative paradigm from which powerful alternative pedagogical practice is derived, are we not obligated to change how we prepare to teach physics?

Original language	American English
Journal	Proceedings of the 2004 Physics Education Research Conference
DOIs	https://doi.org/10.1063/1.2084738
State	Published - 1 Aug 2004

Keywords

education
physics
teacher training

EGS Disciplines

Science and Mathematics Education
Teacher Education and Professional Development

Access to Document

10.1063/1.2084738License: Unspecified

How We Think About and Prepare to Teach PhysicsFinal published version, 318 KBLicense: Unspecified

Cite this

@article{15df7877adf54b5e98731c660a0f784f,

title = "How We Think About and Prepare to Teach Physics",

abstract = " We have been preparing physics teachers in the same manner for many decades. Yet, physics education research reveals for some observers disturbing evidence of little or no change in understanding the phenomena occurs as a direct result of physics instruction from elementary school through the college years. The apparent compatibility between these learning results and prevailing paradigm enables the construction of a description the paradigm. If it can be demonstrated that there is even just one alternative paradigm from which powerful alternative pedagogical practice is derived, are we not obligated to change how we prepare to teach physics?",

keywords = "education, physics, teacher training",

author = "Dykstra, {Dewey I.}",

year = "2004",

month = aug,

day = "1",

doi = "10.1063/1.2084738",

language = "American English",

}

TY - JOUR

T1 - How We Think About and Prepare to Teach Physics

AU - Dykstra, Dewey I.

PY - 2004/8/1

Y1 - 2004/8/1

N2 - We have been preparing physics teachers in the same manner for many decades. Yet, physics education research reveals for some observers disturbing evidence of little or no change in understanding the phenomena occurs as a direct result of physics instruction from elementary school through the college years. The apparent compatibility between these learning results and prevailing paradigm enables the construction of a description the paradigm. If it can be demonstrated that there is even just one alternative paradigm from which powerful alternative pedagogical practice is derived, are we not obligated to change how we prepare to teach physics?

AB - We have been preparing physics teachers in the same manner for many decades. Yet, physics education research reveals for some observers disturbing evidence of little or no change in understanding the phenomena occurs as a direct result of physics instruction from elementary school through the college years. The apparent compatibility between these learning results and prevailing paradigm enables the construction of a description the paradigm. If it can be demonstrated that there is even just one alternative paradigm from which powerful alternative pedagogical practice is derived, are we not obligated to change how we prepare to teach physics?

KW - education

KW - physics

KW - teacher training

UR - https://scholarworks.boisestate.edu/physics_facpubs/9

U2 - 10.1063/1.2084738

DO - 10.1063/1.2084738

M3 - Article

JO - Proceedings of the 2004 Physics Education Research Conference

JF - Proceedings of the 2004 Physics Education Research Conference

ER -

How We Think About and Prepare to Teach Physics

Abstract

Keywords

EGS Disciplines

Access to Document

Other files and links

Fingerprint

Cite this