(SGER) Theoretical Frameworks for Conducting Research in Physics Education

(SGER) 物理教育研究的理论框架

• 批准号: 9813343
• 负责人: Randal Harrington
• 金额: $ 2.32万
• 依托单位: University of Maine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-08-01 至 2000-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9813343&HistoricalAwards=false
• 关键词: SGER; Theoretical; Frameworks; Conducting; Research

9813343HarringtonPhycists bring a unique perspective to education research. Recently, more and more physics departments are creating tenure-track positions for faculty whose primary research interest is in physics education. This research is task specific and consists of an integrated approach to examining student difficulties and designing instructional strategies and materials to address these difficulties. As a researcher in this field, the P.I. proposes on-site visits to work with the directors of two NSF sponsored education research and development projects. The objectives of these visits are twofold: (1) become more cognizant of current practices in the field of science education and (2) to develop a theoretical framework, based in current theories on learning and teaching, which supports the P. I.'s research.

9813343 HarringtonPhycists为教育研究带来了独特的视角。 最近，越来越多的物理系正在为那些主要研究兴趣是物理教育的教师创造终身职位。 本研究是具体的任务，包括一个综合的方法来检查学生的困难和设计教学策略和材料，以解决这些困难。 作为这一领域的研究人员，P.I.建议现场访问，与两个NSF赞助的教育研究和发展项目的主任合作。 这些访问的目的有两个：（1）更好地认识科学教育领域的现行做法;（2）根据现行的学习和教学理论，建立一个理论框架，以支持P.I.的研究。