Physics Education Research (PER)
PER Central is part of the ComPADRE digital library in physics and astronomy education. It is designed specifically to serve as an informational touchpoint and online community for "producers" and "consumers" of physics education research (PER). It provides links to articles and dissertations, research groups, PER-based curricular materials, news and events, grant opportunities, and more. Users may vote in polls, share thoughts, suggest materials for the editor to include in the collection, and build personal collections of materials.
Selected PER Groups and inclusive Link List
Arizona State University
Modeling Instruction Program dedicated to research-based reform of physics instruction at all grade levels and sustained professional growth and support for physics teachers.
Dickinson College
Priscilla Laws’ Workshop Physics, which replaces traditional lectures and laboratories with guided inquiry workshops featuring microcomputers and specially designed apparatus to help students to learn by doing.
Harvard University
Eric Mazur's interactive teaching techniques including peer instruction and classroom demonstrations.
Indiana University
The Ten Socratic Dialog-Inducing (SDI) innovations to introductory physics courses emphasizing interactive engagement of students, by Richard Hake. SDI lab manuals on introductory mechanics, most with teacher's guides, have now been developed. Most are available both in hard copy and electronically.
Iowa State University
Investigations of student learning in introductory and advanced physics, development and assessment of new curricular materials, active-learning instructional methods for large-enrollment classes. Comprehensive list of web links to U.S. PER groups.
Kansas State University
One of the oldest active physics education research programs in the U.S. Group has concentrated on the improvement of courses at the high school and college level, the use of modern technology and the training and support of science teachers. On line publications, presentations, and more.
Montana State University
Conceptual Astronomy and Physics Education Research Team (CAPER). Collaborative learning strategies in physics, astronomy, and space/Earth science education.
North Carolina State University
Student-centered active learning environments, modifications to a "mainstream" textbook, and innovative instructional technology (Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) .
Ohio State University
Variety of different projects under the Physics Education Research Group (PERG), including curriculum development and problem-solving research.
Rensselaer Polytechnic Institute
Creative work related to the improvement of physics education, including opportunities for active participation by undergraduate and graduate students and the use of an integrated lecture/laboratory "studio" approach.
San Diego State University
The Constructing Physics Understanding (CPU) project creates computer-based materials for secondary physics and physical science students as well as prospective or practicing teachers. Offers stand-alone curriculum units and a companion set of simulation software.
University of Maine
The Laboratory for Research in Physics Education, leading investigations into how students learn, teacher development and outreach, and curriculum development. Model course in applied quantum physics and wave physics tutorials available to download.
University of Maryland
Information about degree programs, projects, teaching/research resources, and links to other PERG's and other resources the web. Combined effort of Physics Department and School of Education.
University of Massachusetts
Instructional strategies and materials including Minds•On Physics for high school and ASK-IT, which uses technology to enhance learning in large lecture courses.
University of Minnesota
Cooperative group problem solving, Minnesota Model for Large Introductory Courses, and list of links to other PERG's and resources.
University of Nebraska-Lincoln
Research in Physics Education at the University of Nebraska.
University of Washington
Coordinated program of research, curriculum development, and instruction in physics education directed by Professor Lillian C. McDermott.
Link List for PER research groups in the USA.
Arons and Karplus "Implications of accumulating data on levels of intellectual development" Am. J. Phys. 44, 396 (1976).
R. Beichner, ''The impact of video motion analysis on kinematics graph interpretation skills," Am. J. Phys. 64, 1272 1277 (1996).
R. Beichner, "Testing student interpretation of kinematics graphs." Am. J. Phys. 62 750-762 (1994).
R. Fuller, R. Karplus, and A. E. Lawson, ''Can Physics Develop Reasoning?'' Physics Today 30, 23- 28 (1977).
F. Goldberg and S. Bendall, "Making the invisible visible: A teaching/learning environment that builds on a new view of the physics learner," Am. J. Phys. 63, 978-991 (1995).
J. Griffith and P. Morrison, "Reflections on a Decade of Grade-School Science," Physics Today 25, 29-34, (1972).
R. Hake, "Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (1998).
I. Halloun and D. Hestenes, ''The initial knowledge state of college physics students,'' Am. J. Phys. 53, 1043-1056 (1985).
P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping,” Am. J. Phys. 60, 627-636 (1992).
D. Hestenes, ''Toward a Modeling Theory of Physics Instruction,'' Am. J. Phys. 55, 440-454 (1987).
D. Hestenes, M. Wells, and G. Swackhamer. "Force Concept Inventory." Phys. Teach. 30, 141-158 (1992).
R. Hilborn, "Revitalizing undergraduate physics who needs it?" Am. J. Phys 65 (1997).
R. Howes and R. Hilborn, "Winds of Change," Am. J. Phys. 68 (2000).
D. Huffman and P. Heller, "What does the Force Concept Inventory Actually Measure?" Phys. Teach. 33, 138-143 (1995).
E. Jossem, "Resource Letter EPGA-1: The Education of Physics Graduate Assistants," Am. J. Phys. 68 502-512 (2000).
R. Karplus "Physics for Beginners," Physics Today 25, 36-47 (1972).
P. Laws, "Millikan,, Lecture 1996: "Promoting active learning based on physics education research in introductory physics courses," Am. J. Phys. 65, 14-21 (1997).
P. Laws, ''Calculus-based physics without lectures,'' Phys. Today, 44, 24-31 (1991).
P. Laws and D. Sokoloff, Promoting Active Learning Using the Results of Physics Education Research, UniServe Science News Volume 13 July 1999
W. Leonard,., R. Dufresne, and J. Mestre, ''Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems, Am. J. Phys. 64, 1495-1503 (1996).
L. McDermott "How we teach and how students learn: A mismatch?" Am. J. Phys. 61, 295-296 (1993).
L. McDermott "Millikan Lecture 1990: What we teach and what is learned: Closing the gap." Am. J. Phys. 59, 301-315 (1991).
L. McDermott "A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers." Am. J. Phys. 58, 734-742 (1990).
L. McDermott "Combined physics course for future elementary and secondary school teachers." Am. J. Phys. 42, 668-686 (1974).
L. McDermott and E. Redish " Development and assessment of instructional strategies," Am. J. Phys., 67, 761 (1999).
L. McDermott and E. F. Redish, "Resource Letter: PER-1: Physics Education Research," Am. J. Phys. 67, 755 (1999).
L. McDermott and P. Shaffer "Research as a Guide for Professional Development: An Example from Introductory Electricity; Part I Investigation of Student Understanding,” Am. J. Phys. 60 994-1003 (1992); Part II: Design of Instructional Strategies" Am. J. Phys. 60, 1003-1013 (1992).
M. McKinnon and J. Renner "Are Colleges Concerned with Intellectual Development?" Am. J. Phys. 39, 1047-1052 (1971).
J. Mestre "Learning and Instruction in Pre-college Physical Science," Physics Today, Vol. 56, (1991).
E. Redish, Milliken Lecture 1998: "Building a Science of Teaching Physics," Am. J. Phys. 67 (1999).
E. Redish "Implications of cognitive studies for teaching physics." Am. J. Phys. 62, 796-803 (1994).
E. Redish and R. Steinberg, Teaching Physics: Figuring Out What Works, Physics Today 52, 24-30 (January 1999).
F. Reif, Millikan Lecture 1994: “Understanding and teaching important scientific thought processes." Am. J. Phys. 63, 17-32, (1995).
J. Renner, D. Stafford, W. Coffia, D. Kellogg, and M. Weber "An evaluation of the Science Curriculum Improvement Study." School Science and Mathematics 73, 291-318 (1973).
M. Rowe "Wait time and rewards as instructional variables, their influence on language, logic, and fate control: Part one-wait time." J. Res. Sci. Teach. 11, 81-94 (1974).
D. Sokoloff and R. Thornton, "Using Interactive Lecture Demonstrations to Create an Active Learning Environment, Phys. Teach. 35, 340-347 (1998).
P. Shaffer, M. Rosenquist, and L. McDermott "A conceptual approach to teaching kinematics." Am. J. Phys. 55, 407-415 (1987).
F. Stein, "Re-preparing the Secondary Physics Teacher" Physics Education 36, 1, 52-27, (2001).
F. Stein, “Modeling Effective Teacher Preparation,” Journal of College Science Teaching, 30, 424 (2001).
R. Thornton and D. Sokoloff, "Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the evaluation of active learning laboratory and lecture curricula,'' Am. J. Phys. 66, 338-352 (1998).
R. Thornton and D. Sokoloff, ''Learning motion concepts using real-time microcomputer-based laboratory tools,'' Am. J. Phys. 58, 858-867 (1990).
J. Touger, R. Dufresne, W. Gerace, P. Hardiman, and J. Mestre, ''How novice physics students deal with explanations,'' Int. J. Sci. Educ. 17, 255 269 (1995).
A. Van Heuvelen, ''Learning to think like a physicist: A review of research-based instructional strategies,'' Am. J. Phys. 59, 891-897 (1991).
A. Van Heuvelen, ''Overview, Case Study Physics,'' Am. J. Phys. 59, 898-907 (1991).
M. Wells, D. Hestenes and G. Swackhamer, "A Modeling Method for High School Physics Instruction," American Journal of Physics, Vol. 63, (1995).
J. Wilson, "The CUPLE Physics Studio," Phys. Teach. 32, 518-529 (1994).
K. Wilson, "Introductory Physics for Teachers." Phys. Today. 44, no. 9, 71-73 (1991).
D. Zollman, "Learning Cycles in a Large Enrollment Class," The Physics Teacher 28, 20-25 (1990).
D. Zollman, "Millikan Lecture 1995: Do They Just Sit There? Reflections on Helping Students Learn Physics," American Journal of Physics 64, 114-119 (1996).
