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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Professional Development (PD) Design for Undergraduate Physics Instruction
Author(s)
Ozden Sengul
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DOI:10.17265/2161-6248/2018.05.002
Affiliation(s)
Georgia State University, Atlanta, USA
ABSTRACT
Research-based
instructional strategies in physics education aim to promote student-centered
instruction to enhance students’ conceptual understanding.
However, adopting these innovative approaches may be challenging for physics
instructors. The change in instructional strategies may occur in developmental
stages through extensive professional development (PD) involving planning, implementation, and reflection. This paper provides
a PD model for the physics faculty to employ active
learning strategies. The model includes three phases and requires at least four
years adopting and maintaining research-based strategies through examples and
suggestions as a guide to the implementation process.
KEYWORDS
faculty development, PD, teaching and learning, physics education
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