Abstract: In a 1998 meta-analysis I showed that “interactive engagement” (IE) courses could yield average normalized pre-toposttest gains in conceptual understanding of Newtonian mechanics that were about two standard deviations greater than traditional (T) courses Then in 2002 I wrote a paper based on my meta-analysis entitled “Lessons From the Physics Education Reform Effort” There, among other things, I offered six lessons on “interactive engagement” that I had hoped might stimulate more effective high school and university education Today five years latter, it may be worthwhile to review and update those lessons with an eye to the present status of education reform in physics and ther disciplines o

Abstract: Citation: Zollman, D. A., & Brown, D. (2016). An introduction to the theme issue. American Journal of Physics, 84(5), 325-326. doi:10.1119/1.4943960

Abstract: This work deals with learning in the beginners’ physics laboratory at the university level in Germany. It examines whether the students acquire knowledge of physics and of scientific experimentation by performing a laboratory experiment, and if a relationship exists between the students’ knowledge acquisition and their actions during laboratory work. Thus, the learning expectations are compared with the actual results of beginners’ physics laboratories. Furthermore, it is examined to what extent the use of the computer for data capture and model building can affect students’ action regulation and learning outcomes. Constructivist theories of learning constitute the theoretical basis for the investigation. They are used in combination with concepts of action theory, with aspects of physics education taken into account. Video recordings of laboratory work are analysed by a category-based analysis, which was specifically developed for this research. Concept maps are used for investigating students’ knowledge and are analysed on the basis of a reference map. The results show that the traditional beginners’ physics laboratory at the university level is not a learning environment particularly well suited for applying and acquiring knowledge of physics actively, and that in this case the use of the computer hardly effects either the students’ action regulation or knowledge acquisition. Based on the results of this research, ways to improve the effectiveness of physics laboratory work are discussed.

Abstract: Electrical engineering students were interviewed in order to reveal their understanding of important physics concepts needed for a semiconductor physics course In particular, the concepts of diffusion, holes and doping were studied We found that a hierarchy of understanding existed for all these concepts, where different students had grasped the concepts to different levels Particular student conceptions are given We think it is important for teachers in both the physics and the semiconductor physics courses to know about the existing student conceptions, in order to meet them in the education

Abstract: Computer games seem to captivate the imagination and attention of contemporary teenagers If only the energy, motivation, fun and exhilaration they enjoy from playing games on their PC, or on consoles such as PlayStation 2, GameCube, XBOX, and Dreamcast, could be captured in learning physics! Andrew Stapleton, a doctoral student under Dr Peter Taylor's supervision at Curtin University's Science and Mathematics Education Centre, believes it can and explores how in this paper The paper discusses both the use of games and simulations in physics classrooms and their design as legitimate means for learning physics Based on theoretical and methodological insights Andrew gained from his doctoral research into the design of multimedia for conceptual learning of physics, the paper considers the role of design in the physics curriculum Physics, education and design are brought together in dialogue in an endeavour to provide physics educators with new perspective and opportunities for their students to learn physics To illustrate the possibility of learning physics with computer games, the presentation will include examples from SR Voyager, a multimedia prototype Andrew developed for his research, which aims to promote conceptual learning of the physics of special relativity Rationale behind the SR Voyager Game Prototype SR Voyager is a game prototype designed to promote conceptual understanding of relativistic phenomena It was designed with a spirit of co-participation between the researcher (Andrew) and a university physics course lecturer, resulting in pedagogical strategies (eg, two reference frames simultaneously on-screen) and concepts (eg, time dilation) that were deemed particularly important to the lecturer's program of instruction In this way, the lecturer became a co-designer and maintained input into the project's emergent design Thus, the game supplements existing content (ie, lectures/tutorials) and traditional approaches to learning special relativity (ie, mathematical formalisms), and provides students with innovative ways of experiencing and understanding special relativity The narrative gameplay leads students on a voyage into deep space on spacestation SR Voyager as a consequence of a malfunctioning navicomputer By taking the role of spacestation captain, the student can "manually" override the navicomputer by playing simulations and solving puzzles, eventually gaining access to the control centre and returning the station to Earth orbit Students are encouraged to record events and experiences in the Captain's Log, which also provides a narrative commentary and

Abstract: In recent years, physics education researchers and cognitive psychologists have turned their attention to the question of how individuals solve basic physics problems. The author summarizes the surprising results of a multiple case study in which three experts and three novices were observed as they solved kinematics problems using a "think aloud" protocol. Follow-up interviews and content analysis led the researcher to conclude that expert problem solvers do not always follow the most efficient routines, nor do they always use the most effective methods for teaching basic problem-solving skills to students. These circumstances have important implications for physics teacher education.

Abstract: A subject such as physics which relies heavily on practical experiments is a challenge to teach in the form of a distance course. You must make choices as to whether the course includes experiments and if so on what level. With an objective that it is more important to establish concepts than to verify physical laws through precise measurements, it is possible for students to conduct experiments in their homes. Four years' experience of this kind of introductory physics course (mechanics and thermal physics) at distance is covered. The understanding of mechanical concepts as measured by the force concept inventory test shows that distance education does work in the subject of physics. The problem that some students do not complete their distance course is noted and it is suggested that this problem can be addressed by transforming established methods used in campus courses to encourage interactivity among students. A probable result of applying these methods would be an enhanced understanding of the concept of physics and problem-solving skills.

Abstract: This session was designed to stimulate conversations about the use of qualitative methods in physics education research. To start the session, we presented a general overview of qualitative research. Then, to provide a context for discussion, we conducted a mini research activity; in this activity, we introduced data (interview, video transcripts, and student work) from a university physics course for preservice teachers. Participants were given the task of examining the data and deciding whether a particular claim was sufficiently supported by the data. A rich discussion ensued, in which many researchrelated issues were raised. These issues, which we suggest might serve as topics of discussion for future sessions, are listed and briefly editorialized at the end of this paper.

Abstract: In his article on the new National Research Council (NRC) report on needed reforms in undergraduate biology education, Erik Stokstad (“Biology departments urged to bone up,” News of the Week, 13 Sept., p. [1789][1]) mentions some of the obstacles to effective curriculum reform—the immense inertia of the faculty and their reluctance to give up “their” subject. One of the primary drivers of these impediments was identified in the Editorial by Timothy Goldsmith in the same issue (“Why is a liberal education so elusive?”, 13 Sept., p. [1769][2]): Faculty are usually reluctant to teach outside their areas of expertise. From the perspective of curriculum reform, this combination can be deadly. It also leads to a curriculum whose composition is stochastic rather than planned, as courses are added or dropped as faculty arrive and leave. But at least for the first 2 or 3 years of undergraduate education, most biology faculty ought to be able to teach effectively in several broad areas—why do we insist that an upper-year high school teacher cover all areas but that only 1 or 2 years later, students must be taught in a specialist fashion? The solution is obvious but very challenging: design a curriculum around goals rather than content and involve the faculty in teaching fundamental, cross-disciplinary courses and courses outside their area of expertise. This could be enormously stimulating! For many years in a biology department, I taught biostatistics, a course whose content cut aggressively across all discipline areas. The freedom from parochial, specialty-driven course content and the sheer joy of teaching something that was fundamentally and enduringly important enlivened and invigorated my teaching. A curriculum designed on goals and cross-disciplinary content could be a lot slimmer than the obese, fact-filled, overlapping and often repetitive courses that constitute the typical biology curriculum. Such a lean curriculum would free up the time needed to involve undergraduates in real, meaningful research activity—a real benefit to both students and faculty. # {#article-title-2} It is encouraging to learn that biology faculty recognize that “undergraduates [need] a better appreciation of the connections between biology and the physical sciences” (“Biology departments urged to bone up,” E. Stokstad, News of the Week, 13 Sept., p. [1789][1]) and that steps are being taken to improve the situation. Let me suggest a method established 30 years ago at the University of California, Irvine, that required two luncheon meetings to implement: one with David Brandt (chemistry) and myself (biology) and the other between William Parker (physics) and myself. I asked these researchers and teachers to tell me what they teach in their beginning chemistry and physics courses: the gas laws, pH, oxidation and reduction, and kinetics and thermodynamics. I then made it a point in my beginning cell biology course to correlate those subjects with my lectures on osmotic pressure; colligative properties and determining the molecular weight of proteins; the Henderson-Hasselbach principles of buffers; electron transfer reactions in the mitochondria; Michaelis-Menton enzyme kinetics; and the production and utilization of energy in metabolism. As a result, the students grasped these concepts of cell biology more easily because they had already learned the basic chemistry and physics involved. They also recognized that chemistry and physics were necessary for a deeper understanding of biology and that those courses were not just requirements to take and then forget. And the lunches were good, too. [1]: /lookup/doi/10.1126/science.297.5588.1789a [2]: /lookup/doi/10.1126/science.297.5588.1769

Abstract: This thesis is concerned with research in both physics and physics education, and is divided into two parts. Part I String theory has been the leading candidate over the past few years for a theory that unifies all the fundamental forces of nature. The fundamental objects are one-dimensional strings whose vibrational modes should correspond to the usual elementary particles. However, the recent discovery of the profound role played by extended solitonic objects in string theory, referred to as p-branes, has questioned the foundational position of the string itself. A key ingredient in these developments is the notion of duality, a symmetry which provides a handle on non-perturbative physics. As a result, all five string theories, as well as eleven-dimensional supergravity, are but special limits of a conjectural theory, referred to as M-theory. In this part of the thesis, various aspects of p-branes with relevance for M-theory are investigated. Special emphasis is given to the interpretation of p-branes as solitons. Furthermore, some of the features of the superembedding approach to describe p-brane dynamics are examined. Part II There is now a consensus among educational researchers that it is essential to gain a better understanding of how people understand key concepts in physics in order to improve teaching and learning in physics. This part of the thesis reports on a phenomenographic study investigating the qualitatively different ways in which lay adults, taking an introductory overview course in physics, understand the concepts of heat and temperature. Implications for teaching the topics in higher education forms an essential component of the analysis. This is followed by a theoretical component that draws on the empirical analysis as a contribution to the development of the notion of context in phenomenographic research.

Abstract: ............................................................................................................ii Acknowledgements..........................................................................................iv Table of

Abstract: What are the differences and similarities between physics studies at different universities across Europe (here the definition of Europe is broad)? How much does a student have to work to obtain a degree in physics? Questions like those prompted EUPEN (European Physics Education Network) to make a survey. During 1997 and 1998 the working groups of EUPEN sent out a number of questionnaires to a number of institutions and to individual students. In this report we focus on issues relating to the workload to obtain a degree in physics as expressed in contact hours—lectures, problem solving, laboratory work—and private study time. The different teaching/learning styles are also considered. Some of the results have already been presented at conferences.

Abstract: The introduction of citizenship as a National Curriculum subject in English schools offers new opportunities for the effective teaching of science. This article also looks at some challenges for busy physics teachers and the resources available to support them.

Abstract: In his seminal article, Edward F. Redish [1] persuasively urged the physics community (and physics education researchers) to heed the lessons of cognitive studies. There are in fact numerous lessons to be learned from cognitive studies and as Redish admits, he was only giving a "narrow slice" of the field. This paper will briefly introduce the ideas behind another slice called distributed cognition. This discussion is intended only as an introduction for a reader who is already familiar with the ideas discussed by Redish. The paper will finish by considering some implications that distributed cognition might have on the field of physics education research.

Abstract: We describe the design and implementation of a new first-year physics course introduced at Memorial University. This course makes extensive use of computers for the collection and analysis of experimental data and for modeling of physical phenomena. Major goals of the course are to educate students in the use of computers as a tool for doing science, to emphasize the interplay between theory and experiment in physics, and to enhance the students' learning of physics through inquiry-based and collaborative learning. Some preliminary results as to the effectiveness of the course in meeting these goals are presented. PACS Nos.: 01.50.Ht, 01.40.Di, 01.50.Lc

Abstract: In many countries, students are turning away from the hard sciences. Can initiatives that give young people hands-on experience of research help to lure them back? Sally Goodman goes back to school.

Abstract: This paper describes exploitation of Mazur's Peer Instruction ideas in the context of engineering education, specifically introductory subjects in linear circuit analysis and design. Mazur's approach to teaching introductory undergraduate physics emphasizes: (1) use of the textbook as the primary method of introducing new material, and (2) understanding of concepts in addition to the ability to find numeric answers to problems. Retained from the peer-instruction approach are the use of reading quizzes and concept tests; added are active learning team-based problem-solving and design exercises.

Abstract: During the Fall 2000 and Fall 2001 semesters, a joint study was undertaken between the Physics and Literature Departments at American University. The study involved the linking of two introductory general education Liberal Arts courses: an introductory physics class for nonmajors and an introductory college writing class. One goal of the study was to provide more content-specific writing assignments within the college writing class by linking them to material being covered in the physics class. The writing assignments given in both classes formed the basis of the data collected during the study. Additional data was taken in Fall 2001 using the Force Concept Inventory (FCI), a nationally recognized assessment instrument to measure students' understanding of concepts in basic mechanics. The underlying questions behind the study involved the assessment of student learning in physics as well as in college writing. The primary research questions were: (1) could this course linkage serve to enhance the motivation Of Liberal Arts students to think more deeply and critically about the physics-specific content they were writing about in each class? and (2) if so, could this enhanced motivation be linked to increased student understanding? Within this paper, highlights of the curricula developed for the linked classes is provided along with results of the assessment of student learning.

Abstract: Nowadays, the use of the computer science is an unquestionable fact in all sections of our society. In Brazil, some public and private incentives have been permitting to take for some teaching institutions a little of this reality. Therefore what we can question today is not if the computer should be used in schools since this is unavoidable, but how technology has to be incorporated in the school context in order to provide the learning process and universalization of knowledge. In this sense, a great deal still needs to be developed and investigated in a way to guarantee that the new technologies do not just arrive at schools, but that they are appropriately used in classroom. This article shows the results obtained in a research work that had as an objective the evaluation of the use of different methodologies and resources in teaching learning in a physics discipline.

Abstract: A few undergraduate success stories will be provided. It will be shown that the REU experience, plus a strong stochastic theory and control systems program, equals success. The examples provided include different types of partnerships in undergraduate education; mathematics and engineering; mathematics, physics, and astronomy; mathematics and philosophy of sciences; mathematics and medicine; mathematics and information technology; and mathematics and finance. It will be shown that stochastic theory and control systems, with their inherently cross-disciplinary nature, play a fundamental role in undergraduate students' careers. The development of new courses that significantly broaden the standard introductory control systems course and the development of follow up courses at the undergraduate level that provide the necessary depth to prepare students both for industrial careers and for graduate studies in systems and control will be described. Furthermore, it will be shown that a format of working in small groups supervised by graduate students as well as research and practical experience in control systems provided to freshmen, in particular, in honors programs, to stimulate future interest, has been very successful.