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pro vyhledávání: '"Amy D. Robertson"'
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 2, p 020138 (2023)
[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] Identifying student ideas about particular physics topics is one of the earliest and longest-standing foci of physics education research. This paper
Externí odkaz:
https://doaj.org/article/c0146ba44e5b4531ba8e73c6f066e97a
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Physics teachers’ definitions of equity inform how they identify inequity and take action to transform it. In this paper, we adapted Gutiérrez’s equity framework from mathematics education research to physics education research. The framework de
Externí odkaz:
https://doaj.org/article/41dc579a019043d29ca47e7f5796c422
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 1, p 010136 (2023)
Multicultural education invites teachers to support students in critiquing the foundations of a given discipline, with the aim of reimagining that discipline and the purposes it serves. In this paper, we present a series of cases in which high school
Externí odkaz:
https://doaj.org/article/62b0b040f0d0488ab6e067edb10e71a4
Publikováno v:
Physical Review Physics Education Research, Vol 19, Iss 1, p 010115 (2023)
Mainstream physics teaching and learning produces material outcomes that, when analyzed through the lens of Critical Race Theory, point to white supremacy, or “the systemic maintenance of the dominant position that produces white privilege” (Batt
Externí odkaz:
https://doaj.org/article/a95e65e3d1254673babc3f1a65d67a9b
Autor:
Amy D. Robertson, W. Tali Hairston
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 1, p 010119 (2022)
Within whiteness, the organization of social life is in terms of a center and margins that are based on dominance, control, and a transcendent figure that is consistently and structurally ascribed value over and above other figures. In this paper, we
Externí odkaz:
https://doaj.org/article/f44c57d209d443448cdafb15c24242d8
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 1, p 010137 (2021)
Resources theory assumes that resource activation is context sensitive, and that an important dimension of context is the question students are answering. The context sensitivity of resource activation has been demonstrated empirically by case studie
Externí odkaz:
https://doaj.org/article/7df6846504e64d64871467e311cc2a95
Publikováno v:
Physical Review Physics Education Research, Vol 17, Iss 1, p 010121 (2021)
Existing research identifying common student ideas about forces focuses on students’ misunderstandings, misconceptions, and difficulties. In this paper, we characterize student thinking in terms of resources, framing student thinking as continuous
Externí odkaz:
https://doaj.org/article/d65a0de569c5471f9a716dc71b762112
Publikováno v:
Physical Review Physics Education Research, Vol 15, Iss 2, p 020127 (2019)
Much of the literature contributing to physics instructors’ knowledge of student ideas (KSI) reports common patterns of reasoning that are framed as discontinuous with canonical concepts. Our work contributes new KSI about mechanical wave propagati
Externí odkaz:
https://doaj.org/article/b34c2a123b0d46d29ac613b52b967e2b
Autor:
Amy D. Robertson, Abigail R. Daane
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 2, p 020102 (2017)
Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about sci
Externí odkaz:
https://doaj.org/article/030197163a0e49e1bb970f2f5b3a0589
Autor:
Amy D. Robertson, Rachel E. Scherr, Lisa M. Goodhew, Abigail R. Daane, Kara E. Gray, Leanna B. Aker
Publikováno v:
Physical Review Physics Education Research, Vol 13, Iss 1, p 010105 (2017)
“Content knowledge for teaching” is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students’ ideas, choosing an instructional activity to address
Externí odkaz:
https://doaj.org/article/dfa8d857d77d4ec1b67fdeaec4227492