GIREP Thematic Groups activities
GTG-Physics Education Research at University (Peru)
Symposium on Teaching proposals for improving students' understanding using physics education research
University of the Basque Country (UPV/EHU), Spain
We will present research based proposals, which try to overcome the gap between the results of PER and the classroom practice. In this presentation, I will discuss several examples of the application of research-based techniques to classroom instruction in upper division and graduate physics courses, how the specifics of the student audience have resulted in modifications of the pedagogical approach, and the student response to these instructional strategies.
GTG-Mathematics in Physics Education
Symposium on Role of graphs in the mathematization process in physics education
Technical University of Dresden, Germany
In this symposium of the GIREP Thematic Group “Mathematics in Physics Education” we elucidate the role of graphs for mathematization. We focus on the interpretation and construction of graphs in the interplay of mathematics and physics. The contributing research groups employ qualitative research methods as well as a quantitative approach.
GTG-Innovative Pedagogical Methods for University Physics
Symposium on Innovative Pedagogy in University Physics
Gerald FELDMAN, George Washington University, USA
Guillaume SCHILTZ, ETH Zürich, Switzerland
We present a symposium of four invited talks, which address various issues related to implementation of innovative pedagogical approaches, classroom spaces for active learning, sustainability of such reforms, and possible barriers, and constraints that may impede such implementations. The speakers cover a wide range, including faculty, staff, and administrators, and they represent these concerns in four different countries.
GTG- Evaluation of Learning and Instruction (ELI)
Workshop on Assessing students’ understanding of physics concepts
Tecnologico de Monterrey, Mexico
A great deal of research in physics education research is devoted to assessing students’ understanding. Therefore, it is essential to have good instruments to determine what they think. There are many tools available that are adequate: 1) a series of carefully designed open-ended questions in which students must write their reasoning, 2) an interview in which, following a protocol, the interviewer can fully understand each student’s reasoning, or 3) a carefully designed multiple-choice question test. Each type of instrument are used for different purposes, and they are implemented for a different number of students.