We report on a case study which provides professional development to advanced undergraduate and graduate research team members of the Kansas State University Physics Education Research (KSU-PER) group. An integral component of a student's professional development is the opportunity to participate in a range of research activities and work in collaboration — both as a mentor and a junior researcher with a range of individuals. In order to coordinate and facilitate these opportunities KSU-PER established an ongoing research project investigating students' conceptions of the physics underlying devices. The project utilized an integrated methodological and administrative framework — combining elements from grounded theory, phenomenology and action research. This framework provides a forum and research setting allowing junior and experienced researchers to act in various project management roles and perform a range of research activities. We will conclude by reflecting upon our experiences.


  • Education > General

Education Levels:

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


NSDL,theory of testing and evaluation,Research,continuing education,Physics Education Research,General Physics,Graduate/Professional,Teacher Preparation,Curriculum Development,Higher Education,Undergraduate (Upper Division),phenomenology,PERC 2005,Curricula,Physics,grounded theory,action research,Education Practices,Course,NSDL_SetSpec_439869,Vocational/Professional Development Education,oai:nsdl.org:2200/20090808195541430T,strategies,Education,Professional Development,teaching methods



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