物理学教育外文文献Teaching and physics education research_ bridging the gap.pdfVIP

Reports on Progress in Physics Rep. Prog. Phys. 77 (2014) 032401 (17pp) doi:10.1088/0034-4885/77/3/032401 Key Issues Review Teaching and physics education research: bridging the gap 1,2 2 1,3 1,3 James M Fraser , Anneke L Timan , Kelly Miller , Jason E Dowd , Laura Tucker1,3 and Eric Mazur1 1 Department of Physics and School of Engineering and Applied Sciences, Harvard University, 9 Oxford Street, Cambridge, MA 02138, USA 2 Department of Physics, Engineering Physics and Astronomy, Queen’s University, Kingston, Ontario, K7L 3N6, Canada E-mail: mazur@ Received 21 July 2013, revised 20 December 2013 Accepted for publication 21 January 2014 Published 4 March 2014 Invited by Steve Ritz Abstract Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice. Keywords: physics education, active learning, problem solving, student resistance, faculty time, research-based instruction, student learning 1. Introduction courses (Hertado et al 2012). The continued prevalence