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Synthesis of discipline-based education research in physics

Jennifer L. Docktor and José P. Mestre
Phys. Rev. ST Phys. Educ. Res. 10, 020119 – Published 16 September 2014
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Abstract

This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.

  • Received 8 August 2013

DOI:https://doi.org/10.1103/PhysRevSTPER.10.020119

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Authors & Affiliations

Jennifer L. Docktor1 and José P. Mestre2,*

  • 1Department of Physics, University of Wisconsin-La Crosse, 1725 State Street, La Crosse, Wisconsin 54601, USA
  • 2Department of Physics, University of Illinois, 1110 West Green Street, Urbana, Illinois 61801, USA and Department of Educational Psychology, University of Illinois, 1310 South 6th Street, Champaign, Illinois 61820, USA

  • *mestre@illinois.edu

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Issue

Vol. 10, Iss. 2 — July - December 2014

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It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 3.0 License. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

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