(adopted from the resource letter of Ms Chung Ka Man's M.Phil thesis. Copyright Department of Physics CUHK)
- Teaching physics at Advanced level: a question of style
Newton L., Rogers L., Phys. Educ., Vol. 31 (5), 265-270, Sept.1996
This paper explains the significance of the teaching style of a teacher and analyzes how
different teaching styles influence the learning outcomes of the learners.
- Value and valuing in physics education
Dobson K., Phys. Educ., Vol. 31 (5), 287-290, Sept.1996
This article discusses the essential components of a successful physics curriculum.
- Estimating the Impact of Instructional Practices on Student Achievement in Science
Von Secker CE, Lissitz RW, J. Res. Sci. Teach., Vol.36 (10), 1110-1126, 1999
This article examines the effects of instructional practices recommended by the National Science Education Standards on individual achievement.
Other aspects such as gender, racial-ethnic status, and socioeconomic status that may influence the learning outcomes of students are also discussed.
- A Comparison of Student Perceptions of Dutch Physics Teachers' Interpersonal Behavior and Theoretical Educational Opinions in 1984-1993
Wubbels T., Brekelmans M., J. Res. Sci. Teach., Vol. 34 (5), 447-466, 1997
Curriculum for all science students and the application of contextual approach in the new physics curriculum in the Netherlands are discussed. A model for teachers' interpersonal behavior is used to explain how teaching styles and teachers' views influence the degree of success in such teaching approach.
- Preparing teachers to teach physics and physical science by inquiry
McDermott L.C., Shaffer P.S., Constantinou C. P., Phys. Educ., Vol. 35 (6), 411-416, Nov. 2000
This paper discusses the significant effects on teaching physics using an inquiry approach. It also mentions the learning outcomes of students who are taught with such approach.
- Play orientation in physics education
Vonaufshnaiter S., Schwedes H., Sci. Educ., Vol.73 (4), 467-479, Jul. 1989
This study focuses on developing and testing a curriculum for Play-Oriented Instruction in Germany.
- Investigating a Grade 11 student's evolving conceptions of heat and temperature
Harrison A.G., Grayson D.J., Treagust D.F., J. Res. Sci. Teach., Vol.36 (1), 55-87, Jan. 1999
Five Grade 11 boys were taught heat and temperature using the Physics by inquiry materials (Physics by inquiry, Volume 1 and 2, Lillian C. McDermott, Wiley) during 40
45-min periods over 8 weeks. This study found that the student experienced a form of conceptual change in which the status of the scientific conception rose at the expense of his intuitive conceptions.
- Schematic concepts for schematic models of the real world: The Newtonian concept of force
Halloun I, Sci. educ., Vol.82 (2), 239-263, Apr. 1998
The Newtonian mechanical concept of force is discussed for illustration, along with the results of tutoring two groups of Lebanese students to develop this concept in a schematic modeling approach.
- Using questioning to guide student thinking"
vanZee E., Minstrell J., J. Learn. Sci., Vol.6 (2), 227-269, 1997
This study investigated the kind of learning that had taken place when students learned qualitative physics during standard textbook-based physics training.
- The Development of science process skills in authentic contexts"
Roth W.M., Roychoudhury A., J. Res. Sci. Teach., Vol.30 (2), 127-152, Feb. 1993
This study investigated the development of science process skills in classroom. The results suggest that integrated process skills can be developed in the context of open-inquiry laboratory sessions.