Factors affecting students' attitudes and achievement in an astronomy computer‐assisted instruction program

Wooley, Jon K.

doi:10.1002/tea.3660150213

Cited by 5 publications

(1 citation statement)

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“…An example is an article by Jon Wooley entitled "Factors affecting students' attitudes and achievement in an astronomy computer-assisted instruction program" [2]. The steps involved were: identify variables, develop an intervention, use experimental and control groups, gather pre-and post-data, and analyze with inferential statistics.…”

Section: B Educationmentioning

confidence: 99%

On the interaction of physics with science education research

Hewson¹

2016

2016 Physics Education Research Conference Proceedings

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In the decade after completing my doctoral degree in theoretical nuclear physics, my professional interests changed from how elementary particles interact with nuclei to how students learn physics. To use an optical metaphor, my physics lenses helped me focus on some aspects of how students learn the discipline of physics. Identifying isolated systems, looking for causal mechanisms, and adapting models of interactions are examples of physics approaches that guided my journey of understanding this new field. Yet my physics lenses left other aspects out of focus and even out of my field of view. To notice and pay attention to these aspects, I needed other lenses. Examples of these are the philosophy of education with respect to teaching and learning, the history of science with respect to how disciplines advance, and cognitive psychology with respect to the role of students' knowledge in learning. I use my own experiences in moving from physics into the practice of science education to illustrate the interaction of physics with science education research.

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Section: B Educationmentioning

confidence: 99%