Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core
E. Yerushalmi *
Weizmann Institute of Science, Rehovot, Israel, 76100
C. Henderson *
Department of Physics, Western Michigan University, Kalamazoo, Michigan 49008, USA
K. Heller, P. Heller, and V. Kuo †
School of Physics and Astronomy, University of Minnesota, Minneapolis, Minnesota 55455, USA
Physical Review Special Topics Physics Education Research
Received 28 October 2005; published 12 December 2007
In higher education, instructors’ choices of both curricular material and pedagogy are determined by their beliefs about learning and teaching, the values of their profession, and perceived external constraints. Dissemination of research-based educational reforms is based on assumptions about that mental structure. This study reports the initial phase of an investigation of the beliefs and values of physics professors as they relate to the teaching and learning of problem solving in introductory physics. Based on an analysis of a series of structured interviews with six college physics faculty, a model of a common structure of such beliefs for all physics faculty teaching introductory physics was constructed. This preliminary model, when tested and modified by future research, can be used by curriculum developers to design materials, pedagogy, and professional development that gain acceptance among instructors.
©2007 The American Physical Society
PACS: 01.40.Fk, 01.40.G−, 01.40.J−, 01.50.Kw
* Previously at School of Physics and Astronomy, University of Minnesota, Minneapolis, MN 55455, USA.
† Present address: Department of Physics, Colorado School of Mines, Golden, CO, 80401, USA.