Type:

Other

Description:

In this paper we introduce a framework that can be used to categorize instructional practices. We then use this framework to identify areas where mainstream Physics Education Research (PER) has embraced alternative ideas and areas where mainstream PER is more traditional. As an example we argue that while PER has embraced the practice of interactivity, it has neglected the practice of student autonomy. This is despite student autonomy being consistent with the goals of PER and being supported by research in other fields. We offer insights and implications based on this analysis.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20090808195546863T,NSDL,Education Foundations,PERC 2005,Reflections and Visions,interactivity vs. autonomy,Research Design & Methodology,General Physics,Higher Education,NSDL_SetSpec_439869,Vocational/Professional Development Education,instructional practices,Education,Evaluation,Physics Education Research,Graduate/Professional,Physics

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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