Physics Teaching and Learning

Challenging the Paradigm

Edited by:
Dennis W. Sunal, University of Alabama
Jonathan T. Shemwell, University of Alabama
James W. Harrell, University of Alabama
Cynthia S Sunal, University of Alabama

A volume in the series: Research in Science Education. Editor(s): Dennis W. Sunal, University of Alabama. Cynthia S Sunal, University of Alabama. Emmett L. Wright, Kansas State University.

Published 2019

Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning.

In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms.

To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements:

1. A significant review of research in the issue or problem area.
2. Themes addressed are relevant for the teaching and learning of K-16 science
3. Discussion of original research by the author(s) addressing the major theme of the chapter.
4. Bridge gaps between theory and practice and/or research and practice.
5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

Preface to the Series. Preface, Dennis W. Sunal, Jonathan Shemwell, James W. Harrell, and Cynthia S. Sunal. High School Physics Teaching Reform: Support for Professional Development in the Literature, Cynthia S. Sunal, Dennis W. Sunal, Justina Ogodo, and Marilyn Stephens. Effects of Professional Development on Reform in High School Physics Teaching, Dennis W. Sunal, Marsha E. Simon, Cynthia S. Sunal, Justina Ogodo, James W. Harrell, Marilyn Stephens and Mohan Aggarwal. Destabilizing the Status Quo in STEM Professional Development with Modeling Instruction, Kathleen A. Harper, Ted M. Clark, and Lin Ding. Co-Constructing Models through Whole Class Discussions in High School Physics, Grant Williams and John Clement. Extending the Boundaries of High-School Physics: Introducing Computational Modeling of Complex Systems, Elon Langbeheim, Haim Edri, Nava Schulmann, Samuel Safran, and Edit Yerushalmi. Personification of Particles in Middle School Students’ Explanations of Gas Pressure, Robert C. Wallon and David E. Brown. Compromised Physics Teaching: Assessment Driven Teaching, Isaac Buabeng, Lindsey Conner, and David Winter. Collaborative Learning with Networked Simulations, Lisa Hardy and Tobin White. Design, Implementation and Evaluation of a Research-Informed Teaching Sequence about Energy, Dora Orfanidou and John Leach. Biographies.