Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.
A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical, teacher-authored multiple-choice test, questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form, each question includes one correct answer and several distractors.
Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education.
Eric Mazur is a physicist and educator at Harvard University, and an entrepreneur in technology start-ups for the educational and technology markets. Mazur's research is in experimental ultrafast optics, condensed matter physics and peer instruction. Born in Amsterdam, Netherlands, he received his undergraduate and graduate degrees from Leiden University.
The Mechanical Universe...And Beyond is a 52-part telecourse, filmed at the California Institute of Technology, that introduces university level physics, covering topics from Copernicus to quantum mechanics. The 1985-86 series was produced by Caltech and INTELECOM, a nonprofit consortium of California community colleges now known as Intelecom Learning, with financial support from Annenberg/CPB. The series, which aired on PBS affiliate stations before being distributed on LaserDisc and eventually YouTube, is known for its use of computer animation.
Wolfgang Rindler was a physicist working in the field of general relativity where he is known for introducing the term "event horizon", Rindler coordinates, and for the use of spinors in general relativity. An honorary member of the Austrian Academy of Sciences and foreign member of the Accademia delle Scienze di Torino, he was also a prolific textbook author.
Scientific misconceptions are commonly held beliefs about science that have no basis in actual scientific fact. Scientific misconceptions can also refer to preconceived notions based on religious and/or cultural influences. Many scientific misconceptions occur because of faulty teaching styles and the sometimes distancing nature of true scientific texts. Because students' prior knowledge and misconceptions are important factors for learning science, science teachers should be able to identify and address these conceptions.
Eric M. Rogers was a British writer and physics educator. He is perhaps best known for his 1960 textbook Physics for the Inquiring Mind. The book, subtitled The Methods, Nature, and Philosophy of Physical Science, was based on courses he gave at Princeton University, where he taught from 1942 to 1971. Rogers also headed the Nuffield Science Teaching Project programme in physics education in the 1960s.
Mobile computer-supported collaborative learning may have different meanings depending on the context in which it is applied. Mobile CSCL includes any in-class and out-of-class use of handheld mobile devices such as cell phones, smart phones, and personal digital assistants (PDAs) to enable collaborative learning.
The Lillian McDermott Medal, established in 2021, is awarded annually by the American Association of Physics Teachers (AAPT). Named after Lillian Christie McDermott, the Medal "recognizes those who are passionate and tenacious about improving the teaching and learning of physics and have made intellectually creative contributions in this area".
A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance.
One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals." Other authors including David Boud describe peer learning as a way of moving beyond independent to interdependent or mutual learning among peers. In this context, it can be compared to the practices that go by the name cooperative learning. However, other contemporary views on peer learning relax the constraints, and position "peer-to-peer learning" as a mode of "learning for everyone, by everyone, about almost anything." Whether it takes place in a formal or informal learning context, in small groups or online, peer learning manifests aspects of self-organization that are mostly absent from pedagogical models of teaching and learning.
Physics education research (PER) is a form of discipline-based education research specifically related to the study of the teaching and learning of physics, often with the aim of improving the effectiveness of student learning. PER draws from other disciplines, such as sociology, cognitive science, education and linguistics, and complements them by reflecting the disciplinary knowledge and practices of physics. Approximately eighty-five institutions in the United States conduct research in science and physics education.
The Quantum Vacuum: An Introduction to Quantum Electrodynamics is a physics textbook authored by Peter W. Milonni in 1993. The book provides a careful and thorough treatment of zero-point energy, spontaneous emission, the Casimir, van der Waals forces, Lamb shift and anomalous magnetic moment of the electron at a level of detail not found in other introductory texts to quantum electrodynamics.
Classical Electrodynamics is a textbook written by theoretical particle and nuclear physicist John David Jackson. The book originated as lecture notes that Jackson prepared for teaching graduate-level electromagnetism first at McGill University and then at the University of Illinois at Urbana-Champaign. Intended for graduate students, and often known as Jackson for short, it has been a standard reference on its subject since its first publication in 1962.
Conceptual questions or conceptual problems in science, technology, engineering, and mathematics (STEM) education are questions that can be answered based only on the knowledge of relevant concepts, rather than performing extensive calculations. They contrast with most homework and exam problems in science and engineering that typically require plugging in numerical values into previously discussed formulas. Such "plug-and-chug" numerical problems can often be solved correctly by just matching the pattern of the problem to a previously discussed problem and changing the numerical inputs, which requires significant amounts of time to perform the calculations but does not test or deepen the understanding of how the concepts and formulas should work together. Conceptual questions, therefore, provide a good complement to conventional numerical problems because they need minimal or no calculations and instead encourage the students to engage more deeply with the underlying concepts and how they relate to formulas.
Quantum mechanics is a difficult subject to teach due to its counterintuitive nature. As the subject is now offered by advanced secondary schools, educators have applied scientific methodology to the process of teaching quantum mechanics, in order to identify common misconceptions and ways of improving students' understanding.
