2005 Physics Education Research Conference

, by Heron, Paula; Marx, Jeffrey; Mccullough, Laura

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ISBN: 9780735403116 | 0735403112
Cover: Paperback
Copyright: 3/14/2006

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The papers included in this proceedings have been peer-reviewed. The 2005 Physics Education Research Conference covered a broad spectrum of current research directions including student learning of specific topics, student attitudes, and the effectiveness of various teaching methods. The emphasis was on undergraduate instruction. The theme of this conference was "Connecting Physics Education Research Teacher Education at All Levels: K-20."

Evaluating a model of research-based practices for teacher preparation in a physics department : Colorado PhysTEC	p. 3
Increasing interest and awareness about teaching in science undergraduates	p. 7
The challenges of designing and implementing effective professional development for out-of-field high school physics teachers	p. 11
Pathway - using a state-of-the-art digital video database for research and development in teacher education	p. 15
Development of a standards-based integrated science course for elementary teachers	p. 19
Meeting the needs of our future and in-service teachers : the development and implementation of a PER-based course to teach instructional strategies in astronomy	p. 23
The impact of teacher quality grants on long-term professional development of physical science teachers	p. 27
Ohio teacher professional development in the physical sciences	p. 31
College students' transfer from calculus to physics	p. 37
Evidence of problem-solving transfer in Web-based Socratic tutor	p. 41
Is instructional emphasis on the use of non-mathematical representations worth the effort?	p. 45
Case study : students' use of multiple representations in problem solving	p. 49
Talking to learn physics and learning to talk physics	p. 53
Do our words really matter? : case studies from quantum mechanics	p. 57
Student difficulties in understanding probability in quantum mechanics	p. 61
Exploring student understanding of energy through the quantum mechanics conceptual survey	p. 65
Assessing and improving student understanding of quantum mechanics	p. 69
Examining the evolution of student ideas about quantum tunneling	p. 73
Assessing student understanding of partial derivatives in thermodynamics	p. 77
What is entropy? : advanced undergraduate performance comparing ideal gas processes	p. 81
A comparison of student understanding of seasons using inquiry and didactic teaching methods	p. 85
A preliminary study of the effectiveness of different recitation teaching methods	p. 89
Student representational competence and the role of instructional environment in introductory physics	p. 93
Design labs : students' expectations and reality	p. 97
Student assessment of laboratory in introductory physics courses : a Q-sort approach	p. 101
Assessing ISLE labs as an enhancement to traditional large-lecture courses at the Ohio State University	p. 105
Assessing the effectiveness of a computer simulation in conjunction with Tutorials in introductory physics in undergraduate physics recitations	p. 109
Student perceptions of Physics by inquiry at Ohio State	p. 113
Students' cognitive conflict and conceptual change in a Physics by inquiry class	p. 117
Developing an inquiry-based physical science course for preservice elementary teachers	p. 121
Different views on inquiry : a survey of science and mathematics methods instructors	p. 125
Teacher-researcher professional development : case study at Kansas State University	p. 129
Helping students connect science coursework to the "real world"	p. 133
Towards characterizing the relationship between students' interest in and their beliefs about physics	p. 137
Transferring transformations : learning gains, student attitudes, and the impacts of multiple instructors in large lecture courses	p. 141
Investigating the validity of the MPEX survey	p. 145
Physics faculty and educational researchers : divergent expectations as barriers to the diffusion of innovations	p. 149
New directions for physics education research : a broad perspective analysis	p. 153
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2005 Physics Education Research Conference

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