The International Commission on Physics Education (ICPE) of the
International Union of Pure and Applied Physics is pleased to announce the
publication on the WEB of the first English edition of a new ICPE book
"Connecting Research in Physics Education with Teacher Education".
This book was undertaken on behalf of the ICPE - with support from UNESCO -
to make available the results of research in physics education world-wide
to physics educators working with pre- or in-service physics teachers.
Edited by Andr=E9e Tiberghien, E. Leonard Jossem, and Jorge Barojas, the boo=
k
draws on contributions from the world-wide community of distinguished
physics education research workers. The topics covered in the book are
shown in the Table of Contents provided in an appendix to this
announcement.
=46rench and Spanish editions are in preparation and are scheduled for
publication in the near future.
The English edition of the book is available on the WEB at the URL
The ICPE wishes to make the material in this book as widely available to
the physics education community as possible. Therefore, provided that
appropriate acknowledgment is made to the source and that no changes are
made in the text or graphics, it may be freely used and copied by
individuals for non-profit pedagogical purposes. Any other use requires the
written permission of the International Commission on Physics Education and
the authors of the relevant sections of the book.
APPENDIX
Connecting Research in Physics Education with Teacher Education
TABLE OF CONTENTS
PREFACE
Paul J. Black
A. INTRODUCTION
Making the results of research in physics education available to teacher
educators
Andr=E9e Tiberghien, E. Leonard Jossem, and Jorge Barojas
(General Editors)
B. PERSPECTIVES ON PHYSICS AND PHYSICS TEACHING
E. L. Jossem (Section Editor)
B1. The nature of physics
Anthony P. French
B2. The physicist's toolkit
Martin H. Krieger
B3. History and Physics
Roger H. Stuewer
C. STUDENTS' KNOWLEDGE AND LEARNING
Laurence Viennot (Section Editor)
Introduction
Laurance Viennot
C1. Students' conceptions and problem solving in mechanics
Lillian C. McDermott
Comments on C1
Laurance Viennot
C2. Learning and understanding key concepts of electricity
Reinders Duit and Christoph von Rh=F6neck
Comments on C2.
Lillian C. McDermott
C3. Experimental facts and ways of reasoning in thermodynamics:
learners' common approach
Laurence Viennot
C4. Student's understanding of the procedures of scientific enquiry
Robin Millar
C5. Teaching for conceptual change: a review of strategies
Phil Scott, H.M. Asoko, and Rosalind Driver
D. TEACHERS ATTITUDES AND PRACTICES
Anna-Maria Pessoa de Carvahlo and Richard White (Section Editors)
Introduction
Anna-Maria Pessoa de Carvahlo and Richard White
D1. Teacher's attitudes about physics classroom practice
Richard White and Richard Gunstone
D2. Physics teacher's attitudes: how do they affect the reality of the class=
room
and models for change
Susana de Souza Barros and Marcos F. Elia
D3. About the epistomological posture of science teachers
Jacques Desautels and Marie Larochelle
D4. Analysis of training programs for physics teachers
Anna Maria Pessoa de Carvalho and Daniel Gil Perez
Comments on D2,D3, and D4
Richard White
E. PLANNING AND ANALYSIS OF TEACHING SITUATIONS
Piet Lijnse (Section Editor)
E1. Curriculum development in physics education
Piet L.Lijnse
Comments on E1
Paul J. Black
E2. Evaluation and assessment
Paul J. Black
Comments on E2
Piet L.Lijnse
E3. Designing learning sequences about pre-quantitative particle models
Martine M=E9heut