January 2010 ISSUE: 1
An Autobiographical History in PER
Dewey I. Dykstra, Pages 5-13,
This is an entry in an intended series of historical articles on Physics Education Research (PER). Please note that this essay is necessarily from an individual point of view. It is the hope for this project that we can gather recollections of these and other events from the multiple points of view of other participants to enable the reader to triangulate the events. We also wish that a record of the events that constitute the origins of physics education research be documented in a public setting. Described herein are events from about 1969 to 2009 mostly in connection with the American Association of Physics Teachers (AAPT).
Overview of U.S. Science Teacher Preparation Programs and a Model Research-Guided Program in Ohio
Kathleen Koenig, Pages 14-20
Due to the rising importance of a scientifically literate citizenry, the reform of science education in Kindergarten through grade 12 has become a national focus and such reform depends heavily on appropriate teacher preparation. This article provides an overview of teacher preparation in the United States and describes how state requirements differ. This leads to variations in the nature and quality of teacher preparation programs across the country. A model research-guided teacher preparation program in Ohio is presented along with a description of how action research can be employed to assess program weaknesses and drive curricular modifications. Links to various websites and resources are provided regarding specific state teacher licensure requirements as well as links to all U.S. Colleges of Education.
The Application of Computer Network Systems in Experimental Physics Courses
Kai Fang, Chen Ni, Ming-nat Chen, Pages 21-25
Computers and network technologies are widely used in introductory and experimental physics courses. We introduced a new computer network system, the intelligent experimental network system, to collect the data and results students produce while they are doing experiments in the laboratory. We then organized the collected information into a database and analyzed it to discover the system's merit for increased educational effectiveness. For several semesters, teachers have used this system to manage their teaching and uncover the difficulties and misconceptions students have during the experimental course. In this paper, we describe and analyze the intelligent experimental network system in terms of its network structure, communication interface, software, application to laboratory teaching, and future prospects. Our research-based survey demonstrates the positive attitudes of students toward this computer system and method of laboratory teaching.
June 2010 ISSUE: 2
A Brief Review of Teacher Education in the U.S. and China
Xiumei Feng; Zixia Yu; Yuan Pi, Pages 26-31
We compare the different teacher training models between China and the U.S. through their history of teacher education, including discussion of licensure/certificate requirements and the related content knowledge in both countries are discussed in details.
New Curriculum Reform and its Impact on the National University Entrance Examination System in China: an Example in Physics
Yibing Zhang; Xiang Gao; Cheng Wang, Pages 32-39
China is experiencing its eighth basic education curriculum reform, and the “curriculum standard” is a symbol of this innovation. One feature of the curriculum standard is to challenge the previous model of unified courses.
Research in physics education, the early years
Arnold B. Arons, Pages 40-43
Based on the paper presented at the Physics Education Research Conference, Nebraska-Lincoln, 1998. Published under the permission by Robert G. Fuller, Emeritus Professor of Physics, University of Nebraska-Lincoln.