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, 734–742 共1990兲; “Teacher education and the implementation of el- ementary science curricula,” ibid. 44
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58, 734–742
共1990兲; “Teacher education and the implementation of el- ementary science curricula,” ibid. 44, 434–441 共1976兲; “Improving high school physics teacher preparation,” Phys. Teach. 13, 523–529 共1974兲; “Combined physics course for future elementary and secondary school teachers,” Am. J. Phys. 42, 668–676 共1974兲. 4 L. G. Ortiz, P. R. L. Heron, and P. S. Shaffer, “Student understanding of static equilibrium: Predicting and accounting for balancing,” Am. J. Phys. 73, 545–553 共2005兲. 5 P. S. Shaffer and L. C. McDermott, “A research-based approach to im- proving student understanding of the vector nature of kinematical con- cepts,” Am. J. Phys. 73, 921–931 共2005兲. 6 L. C. McDermott and P. S. Shaffer, “Research as a guide for curriculum development: An example from introductory electricity, Part I: Investiga- tion of student understanding,” Am. J. Phys. 60, 994–1003 共1992兲; ibid. 61, 81 共E兲 共1993兲; P. S. Shaffer and L. C. McDermott, “Research as a guide for curriculum development: An example from introductory elec- tricity, Part II: Design of instructional strategies,” ibid. 60, 1003–1013 共1992兲. 7 L. C. McDermott, P. S. Shaffer, and M. D. Somers, “Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood’s machine,” Am. J. Phys. 62, 46–55 共1994兲. 8 K. Wosilait, P. R. L. Heron, P. S. Shaffer, and L. C. McDermott, “Devel- opment and assessment of a research-based tutorial on light and shadow,” Am. J. Phys. 66, 906–913 共1999兲; P. R. L. Heron and L. C. McDermott, “Bridging the gap between teaching and learning in geometrical optics: The role of research,” Opt. Photonics News 9 共9兲, 30–36 共1998兲. 9 The results support the views expressed in Ref. 1. 10 L. C. McDermott and E. F. Redish, “Resource letter: PER-1: Physics education research,” Am. J. Phys. 67, 755–767 共1999兲. 11 See, for example, “Balance and motion,” in Full Option Science System 共Lawrence Hall of Science, Berkeley, CA, 1995兲. 12 See “Background for the teacher,” p. 2 of “Balance” in “Teacher Guide: Balance and motion,” in Full Option Science System 共Lawrence Hall of Science, Berkeley, CA, 1995 兲. 13 L. C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry 共Wiley, NY, 1996兲. 14 PbI has been used in courses for nonscience majors, as well as in prepa- ratory courses for students aspiring to science-related careers but who are underprepared in science and mathematics. Two examples are R. E. Scherr, “An implementation of Physics by Inquiry in a large-enrollment class,” Phys. Teach. 41 共2兲, 113–118 共2003兲and L. C. McDermott, L. K. Piternick, and M. L. Rosenquist, “Helping minority students succeed in science, Part I. Development of a curriculum in physics and biology,” J. Coll. Sci. Teach. 9, 136–140 共1980兲. 15 The term “pedagogical content knowledge” was introduced by L. S. Shul- man, to characterize what a teacher needs to know beyond the content and pedagogy in order to help students learn. See, for example, L. S. Shulman, “Those who understand: Knowledge growth in teaching,” Edu- cational Researcher 15 共2兲, 4–14 共1986兲. 16 This question is discussed in greater detail in Ref. 7. 17 L. C. McDermott, P. S. Shaffer, and the Physics Education Group at the University of Washington, Tutorials in Introductory Physics 共Prentice Hall, Upper Saddle River, NJ, 2002 兲. 18 See, for example, the discussion of research in the context of electric circuits described in L. C. McDermott, P. S. Shaffer, and C. P. Constan- tinou, “Preparing teachers to teach physics and physical science by in- quiry,” Phys. Educ. 35 共6兲, 411–416 共2000兲. 19 For a more detailed description of the teaching experience, see D. L. Messina, L. S. DeWater, and M. R. Stetzer, “Helping preservice teachers implement and assess research-based instruction in K-12 classrooms,” AIP Conf. Proc. edited by J. Marx, P. Heron, and S. Franklin 共AIP, Melville, New York, 2005 兲, p. 97. 20 See Secs. 1 and 2 of the module Light and Color in Physics by Inquiry 共Ref. 13兲. 21 In addition to the examples from dynamics and geometrical optics dis- cussed in this paper, see also the second paper in Refs. 6 and 18. 22 For additional assessments of teacher understanding in courses based on Physics by Inquiry that were reported by faculty at other institutions, see, for example, R. E. Scherr, “An implementation of Physics by Inquiry in a large-enrollment class,” Phys. Teach. 41 共2兲, 113–118 共2003兲; K. C. Trundle, R. K. Atwood, and J. E. Christopher, “Preservice elementary teachers’ conceptions of moon phases before and after instruction,” J. Res. Sci. Teach. 39 共7兲, 633–658 共2002兲; J. A. Marshall and J. T. Dor- ward, “Inquiry experiences as a lecture supplement for preservice el- ementary teachers and general education students,” Am. J. Phys. 68 共7兲, S27–S36 共2000兲; B. Thacker, E. Kim, K. Trefz, and S. M. Lea, “Com- paring problem solving performance of physics students in inquiry-based and traditional introductory physics courses,” Am. J. Phys. 62 共7兲, 627– 633 共1994兲; and S. M. Lea, “Adapting a research-based curriculum to disparate teaching environments,” J. Coll. Sci. Teach. 22 共4兲, 242–244 共1993兲. 23 See, for example, Refs. 4–6 and 8. 767 767 Am. J. Phys., Vol. 74, No. 9, September 2006 McDermott et al. |
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