Abstract
Over the last decades, a growing number of physicists have taken up the challenge of implementing the same research discipline in physics learning and teaching as applied to traditional research in the field. This commitment is widely known as “Physics Education Research” (PER). In this paper, I will single out some of the directions taken by present and emerging research that I deem promising. I will also discuss the impact of research on the educational practice of physics teaching at university level. This paper presents evidence from different studies to demonstrate the potential positive impact of research into teaching and learning physics on students’ understanding of physics. Finally, I will show some practical challenges and propose some steps that could be taken to ensure PER growth and productivity.
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Guisasola, J. (2014). How Physics Education Research Contributes to Designing Teaching Sequences. In: Sidharth, B., Michelini, M., Santi, L. (eds) Frontiers of Fundamental Physics and Physics Education Research. Springer Proceedings in Physics, vol 145. Springer, Cham. https://doi.org/10.1007/978-3-319-00297-2_39
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DOI: https://doi.org/10.1007/978-3-319-00297-2_39
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