22nd IUBMB & 37th FEBS Congress, Sevilla 2012

Lessons on Teaching and Learning from 30 years of Physics Education Research

Joe (Edward F.) Redish

  • University of Maryland, USA

For more than thirty years a growing community of physicists has been studying teaching and learning of college physics. Physics Education Research (PER) has had a profound impact on curriculum development in the USA resulting in a wide variety of interesting and effective instructional tools and environments including Peer Instruction, Workshop Physics, Tutorials, SCALE-UP, and flipped classes. But the most important results of PER have been the insights that have been developed into student thinking and learning. For the past few years, I have been involved in the multi-university National Experiment in Undergraduate Science Education (NEXUS) project to reform science instruction for biology and pre-medical students. As part of this project, I have been having extensive discussions about teaching and learning with biologists and chemists and have developed a strong appreciation for both the differences and the commonalities in the way the different disciplines view their science and instruction in their discipline. In this talk, I summarize the often surprising insights learned from PER and discuss how they might prove useful in other scientific disciplines.

Si no se indica lo contrario, el contenido de esta página se ofrece bajo Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License