Improving teacher preparation and student learning through physics education research

物理教育研究小组在华盛顿的大学继续做研究和开发资源和工具，以促进学院和大学物理系在K-12学校系统的物理和物理科学教师的专业发展的积极参与。 以下主题中的两个模块-静电学，物质的颗粒性质，能量，波，动力学和动力学-被添加到已经为物理学研究开发的10个模块中，物理学研究是物理学教师使用的实验室专业发展课程。 物理学教程是仿照物理学入门教程的新课程，包括对大学课程的深入补充，或用于意识研讨会，帮助教师反思自己的学习，并意识到学生在概念方面的困难。教师指南是作为一种资源，以帮助物理教师实施上述课程。 学习评估手册的第一部分指导物理教师评估教师学习的进展;第二部分帮助教师发展监测学生进展所需的技能。 物理学和物理科学的暑期研究所以及相关的学年延续课程为开展研究、开发和测试模块提供了环境。 该研究调查了学生和教师如何学习具体的内容和推理技能，将概念应用到真实的世界的情况下，教师如何学习的方式，帮助他们促进学生学习的具体内容，以及教师如何学习，以评估学生的理解的方式，指导他们促进学生的学习。 策略，以克服智力障碍，通过面向探究的教学材料的发展。

The Physics Education Research Group at the University of Washington continues to do research and develop resources and tools to facilitate the active involvement of college and university physics departments in the professional development of teachers of physics and physical science in K-12 school systems. Modules in two of the following topics - electrostatics, particulate nature of matter, energy, waves, and kinetics and dynamics - are added to the 10 modules already developed for Physics by Inquiry, the laboratory-based professional development curriculum for use by physics faculty. Tutorials in Physics, a new curriculum modeled after the Tutorials in Introductory Physics, is comprised of in-depth supplements to college courses or for use in awareness workshops that help teachers reflect on their own learning and become aware of the difficulties their student will have with the concepts. Instructor Guides are developed as a resource to help physics faculty implement the above curricula. Part I of a Learning Assessment Manual guides physics faculty in assessing progress in teacher learning; Part II helps teachers develop skills needed to monitor the progress of their students. Summer institutes in physics and physical science and associated academic year continuation courses provide the environment for carrying out the research, and developing and testing the modules. The research investigates how students and teachers learn specific content and reasoning skills for applying concepts to real world situations; how teachers can learn specific content in a way that helps them promote student learning; and how teachers can learn to assess student understanding in a way that guides them in promoting student learning. Strategies to overcome intellectual barriers to the adoption of inquiry-oriented instructional materials are developed.