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P.R.L. Heron (University of Washington)
Systematic investigations reveal that many students emerge from introductory (and often more advanced) science courses without having developed a coherent conceptual understanding of some important basic topics. Discipline-based research on learning and teaching can provide an effective guide for improving student understanding. Examples will be taken from physics, but analogies can be made to other sciences, mathematics, and engineering.
This work has been funded in part by NSF grants DUE 9354501 and 9727648, which include support from other Divisions of EHR and the Physics Division of MPS.