Teacher Education in Physics: Research, Curriculum, and Practice (Pendidikan Guru Fisika: Penelitian, Kurikulum, dan Praktek)
Buku ini diterbitkan pertama kali Tahun 2011 Oleh American Physical Society One Physics Ellipse.
Judul: Teacher Education in Physics: Research, Curriculum, and Practice (Pendidikan Guru Fisika: Penelitian, Kurikulum, dan Praktek)
Oleh: David E. Meltzer, etal (Editor)
Penerbit: American Physical Society One Physics Ellipse
Tahun: 2011
Jumlah Halaman: 199 hal.
Pengarang:
David E. Meltzer, Arizona State University
Peter S. Shaffer, University of Washington, Associate Editor
Lingkup Pembahasan:
Buku ini disusun pada tahun 2005 sebagai salah satu dari beberapa upaya terkait proyek PhysTEC untuk membangun pengakuan, dan menginspirasi dan menyebarkan beasiswa berpusat pada upaya pendidikan guru. Proyek ini berharap bahwa masyarakat akan terus mengenali dan menghargai kebutuhan untuk meningkatkan beasiswa dan peningkatan hasil praktek sehingga dalam waktu tertentu akan dapat dilihat perbedaan yang nyata bagaimana guru dididik dan didukung karena mereka mempersiapkan warga ilmiah melek pada generasi mendatang.
Buku ini berfokus pada pendidikan fisika dengan model pengajaran berbasis penelitian dan pengembangan kurikulum. Buku ini juga diharapkan menjadi berguna untuk lembaga pendidikan di perguruan tinggi yang terlibat dalam persiapan guru fisika.
Buku ini memiliki tiga tujuan utama: (1) untuk memberikan sumber daya bagi bidang ilmu fisika dan lembaga yang ingin mengembangkan dan / atau memperluas upaya dalam persiapan guru; (2) mendorong dokumentasi ilmiah dari penelitian dan praktek yang sedang berlangsung,
dalam bentuk informasi yang mudah diakses oleh khalayak luas fisikawan; dan (3) untuk mendorong pengakuan persiapan guru sebagai sikap ilmiah sesuai untuk fakultas di bidang fisika.
Daftar Isi:
List of Editors and Editorial Board v
PhysTEC Preface vi
Editors’ Preface vii
Review Paper
Research on the education of physics teachers, David E. Meltzer 3
Summaries
Original Papers Written for this Book
Design principles for effective physics instruction: A case from physics and everyday thinking,
Fred Goldberg, Valerie Otero, and Stephen Robinson 17
Inquiry-based course in physics and chemistry for preservice K-8 teachers, Michael E.
Loverude, Barbara L. Gonzalez, and Roger Nanes 19
A physics department’s role in preparing physics teachers: The Colorado learning assistant
model, Valerie Otero, Steven Pollock, and Noah Finkelstein 20
Preparing future teachers to anticipate student diffi culties in physics in a graduate-level
course in physics, pedagogy, and education research, John R. Thompson, Warren M.
Christensen, and Michael C. Wittmann 21
Pedagogical content knowledge and preparation of high school physics teachers,
Eugenia Etkina 22
Reprints
Combined physics course for future elementary and secondary school teachers,
Lillian C. McDermott;
A perspective on teacher preparation in physics and other sciences: The need for special
science courses for teachers, Lillian C. McDermott;
Improving the preparation of K-12 teachers through physics education research, Lillian C.
McDermott, Paula R. L. Heron, Peter S. Shaffer, and MacKenzie R. Stetzer 24
Inquiry experiences as a lecture supplement for preservice elementary teachers and
general education students, Jill A. Marshall and James T. Dorward 27
A modeling method for high school physics instruction, Malcolm Wells, David Hestenes,
and Gregg Swackhamer 28
Research-design model for professional development of teachers: Designing lessons with
physics education research, Bat-Sheva Eylon and Esther Bagno 30
Articles
Original Papers Written for this Book
Design principles for effective physics instruction: A case from physics and everyday thinking,
Fred Goldberg, Valerie Otero, and Stephen Robinson, Am. J. Phys. 78, 1265–1277 (2010) 33
Inquiry-based course in physics and chemistry for preservice K-8 teachers, Michael E.
Loverude, Barbara L. Gonzalez, and Roger Nanes, Phys. Rev. ST Phys. Educ. Res. 7,
010106-1–18 (2011) 46
A physics department’s role in preparing physics teachers: The Colorado learning
assistant model, Valerie Otero, Steven Pollock, and Noah Finkelstein, Am. J. Phys. 78,
1218–1224 (2010) 84
Preparing future teachers to anticipate student diffi culties in physics in a graduate-level
course in physics, pedagogy, and education research, John R. Thompson, Warren M.
Christensen, and Michael C. Wittmann, Phys. Rev. ST Phys. Educ. Res. 7,
010108-1–11 (2011) 91
Pedagogical content knowledge and preparation of high school physics teachers,
Eugenia Etkina, Phys. Rev. ST Phys. Educ. Res. 6, 020110-1–26 (2010) 103
Reprints
Combined physics course for future elementary and secondary school teachers, Lillian C.
McDermott, Am. J. Phys. 42, 668–676 (1974) 129
A perspective on teacher preparation in physics and other sciences: The need for special
science courses for teachers, Lillian C. McDermott, Am. J. Phys. 58, 734–742 (1990) 138
Improving the preparation of K-12 teachers through physics education research,
Lillian C. McDermott, Paula R. L. Heron, Peter S. Shaffer, and MacKenzie R. Stetzer,
Am. J. Phys. 74, 763–767 (2006) 147
Inquiry experiences as a lecture supplement for preservice elementary teachers and
general education students, Jill A. Marshall and James T. Dorward, Am. J. Phys. 68 (S1),
S27–S36 (2000) 152
A modeling method for high school physics instruction, Malcolm Wells, David Hestenes,
and Gregg Swackhamer, Am. J. Phys. 63, 606–619 (1995) 162
Research-design model for professional development of teachers: Designing lessons with
physics education research, Bat-Sheva Eylon and Esther Bagno, Phys. Rev. ST Phys.
Educ. Res. 2, 020106-1–14 (2006) 176
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