http://alapex.org/mediawiki/index.php?title=Main_Page&feed=atom&action=historyMain Page - Revision history2024-03-29T12:13:11ZRevision history for this page on the wikiMediaWiki 1.35.14http://alapex.org/mediawiki/index.php?title=Main_Page&diff=97&oldid=prevMarius Schamschula at 15:05, 7 June 20132013-06-07T15:05:04Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the [[Physics Teacher Institute]] '''(PTI)'''. PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the [[Physics Teacher Institute]] '''(PTI)'''. PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The '''Physics Teaching Research Program (PTR)''' goals are to establish and sustain project outcomes in teaching and learning through development of a research priority, using a community of researchers focusing on physics education. Formal research verifies effective strategies and extends the knowledge base. Research on physics teaching and classroom action (practitioner) research will be essential elements of PTR. The PTR research team consists of educational researchers, along with STEM discipline faculty, with expertise and extensive experience in using quantitative and qualitative methodologies in investigating STEM teachers and students as well as other STEM faculty. The research program is organized around understanding immediate and long-term impacts of different components of PTI on pre- and in-service teachers, students, and administrators affected. Two broad research questions define the PTR research agenda: (1) How do we enable physics teachers to implement effective standards-based reform in their courses? and (2) What are the impacts on short- and long-term student outcomes of teacher professional development that focus on the implementation of reform in high school physics courses? The focus of PTR research will be on content-specific professional development effects of the Physics Teacher Institute (PTI) impact on physics teacher knowledge and abilities: Discipline Content Knowledge (DCK), Pedagogical Content Knowledge (PCK), and Technology Pedagogical Content Knowledge (TPACK). Among the several elements of PTI, action research allows practitioners to deeply understand content and integrate best practices, as reported in the research 3 literature, learned in PTI. It also provides a means through which practitioners can expand their expertise through individualized professional development. Practitioners test new strategies in their own classrooms. The primary members of the research community involve: (1) physics education researchers, (2) physics faculty/researchers, (3) in-service physics teachers, serving as mentors who practice and model action research, (4) in-service teachers of physics who are developing skills in using action research as professional development, and (5) pre-service teachers in physics education who work with in-service teachers. Each group has a significant role, creating a strong foundation of research and practice, and contributing new knowledge to be disseminated nationwide.</div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The '''<ins class="diffchange diffchange-inline">[[</ins>Physics Teaching Research Program (PTR)<ins class="diffchange diffchange-inline">]]</ins>''' goals are to establish and sustain project outcomes in teaching and learning through development of a research priority, using a community of researchers focusing on physics education. Formal research verifies effective strategies and extends the knowledge base. Research on physics teaching and classroom action (practitioner) research will be essential elements of PTR. The PTR research team consists of educational researchers, along with STEM discipline faculty, with expertise and extensive experience in using quantitative and qualitative methodologies in investigating STEM teachers and students as well as other STEM faculty. The research program is organized around understanding immediate and long-term impacts of different components of PTI on pre- and in-service teachers, students, and administrators affected. Two broad research questions define the PTR research agenda: (1) How do we enable physics teachers to implement effective standards-based reform in their courses? and (2) What are the impacts on short- and long-term student outcomes of teacher professional development that focus on the implementation of reform in high school physics courses? The focus of PTR research will be on content-specific professional development effects of the Physics Teacher Institute (PTI) impact on physics teacher knowledge and abilities: Discipline Content Knowledge (DCK), Pedagogical Content Knowledge (PCK), and Technology Pedagogical Content Knowledge (TPACK). Among the several elements of PTI, action research allows practitioners to deeply understand content and integrate best practices, as reported in the research 3 literature, learned in PTI. It also provides a means through which practitioners can expand their expertise through individualized professional development. Practitioners test new strategies in their own classrooms. The primary members of the research community involve: (1) physics education researchers, (2) physics faculty/researchers, (3) in-service physics teachers, serving as mentors who practice and model action research, (4) in-service teachers of physics who are developing skills in using action research as professional development, and (5) pre-service teachers in physics education who work with in-service teachers. Each group has a significant role, creating a strong foundation of research and practice, and contributing new knowledge to be disseminated nationwide.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Physics Leadership Development Program (PLD)''' will provide opportunities for teachers, science curriculum coordinators, professional development coordinators, principals, and superintendents to understand the role of physics in developing the nation’s needed resources and providing necessary intellectual leadership to ensure the success of physics education in participating schools and districts. The success of any curriculum enrichment and professional development initiative is dependent upon the understanding and support of the intellectual leadership provided by all stakeholders. Specifically, PLD aims to involve teachers in every stage of policy-making affecting the physics curriculum.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Physics Leadership Development Program (PLD)''' will provide opportunities for teachers, science curriculum coordinators, professional development coordinators, principals, and superintendents to understand the role of physics in developing the nation’s needed resources and providing necessary intellectual leadership to ensure the success of physics education in participating schools and districts. The success of any curriculum enrichment and professional development initiative is dependent upon the understanding and support of the intellectual leadership provided by all stakeholders. Specifically, PLD aims to involve teachers in every stage of policy-making affecting the physics curriculum.</div></td></tr>
</table>Marius Schamschulahttp://alapex.org/mediawiki/index.php?title=Main_Page&diff=87&oldid=prevMarius Schamschula at 14:43, 3 June 20132013-06-03T14:43:32Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 14:43, 3 June 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Eugenia Etkina, “Pedagogical content knowledge and preparations of high school physics teacher," Physical Review Special Topics- Physics Education Research, 6, 20110 (2010).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Eugenia Etkina, “Pedagogical content knowledge and preparations of high school physics teacher," Physical Review Special Topics- Physics Education Research, 6, 20110 (2010).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Mishra, P., & Koehler, M. J. “Technological Pedagogical Content Knowledge: A new framework for teacher knowledge," Teachers College Record. 108(6), 1017-1054 (2006)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Mishra, P., & Koehler, M. J. “Technological Pedagogical Content Knowledge: A new framework for teacher knowledge," Teachers College Record. 108(6), 1017-1054 (2006)</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># [http://www.<del class="diffchange diffchange-inline">tpck</del>.org <del class="diffchange diffchange-inline">tpck</del>.org]</div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># [http://www.<ins class="diffchange diffchange-inline">tpack</ins>.org <ins class="diffchange diffchange-inline">tpack</ins>.org]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># [http://www.aapt.org/Programs/projects/PTRA/ PTRA]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># [http://www.aapt.org/Programs/projects/PTRA/ PTRA]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># L. C. McDermott, “Research on conceptual understanding in mechanics,” Phys. Today, 37, Issue 7, 24-32 (1984)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># L. C. McDermott, “Research on conceptual understanding in mechanics,” Phys. Today, 37, Issue 7, 24-32 (1984)</div></td></tr>
</table>Marius Schamschulahttp://alapex.org/mediawiki/index.php?title=Main_Page&diff=7&oldid=prevMarius Schamschula at 19:26, 8 April 20132013-04-08T19:26:17Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:26, 8 April 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[File:APEX_Pyramid_sm.png|frame|Figure 1]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[File:APEX_Pyramid_sm.png|frame|Figure 1]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the Physics Teacher Institute (PTI). PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the <ins class="diffchange diffchange-inline">[[</ins>Physics Teacher Institute<ins class="diffchange diffchange-inline">]] '''</ins>(PTI)<ins class="diffchange diffchange-inline">'''</ins>. PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Physics Teaching Research Program (PTR)''' goals are to establish and sustain project outcomes in teaching and learning through development of a research priority, using a community of researchers focusing on physics education. Formal research verifies effective strategies and extends the knowledge base. Research on physics teaching and classroom action (practitioner) research will be essential elements of PTR. The PTR research team consists of educational researchers, along with STEM discipline faculty, with expertise and extensive experience in using quantitative and qualitative methodologies in investigating STEM teachers and students as well as other STEM faculty. The research program is organized around understanding immediate and long-term impacts of different components of PTI on pre- and in-service teachers, students, and administrators affected. Two broad research questions define the PTR research agenda: (1) How do we enable physics teachers to implement effective standards-based reform in their courses? and (2) What are the impacts on short- and long-term student outcomes of teacher professional development that focus on the implementation of reform in high school physics courses? The focus of PTR research will be on content-specific professional development effects of the Physics Teacher Institute (PTI) impact on physics teacher knowledge and abilities: Discipline Content Knowledge (DCK), Pedagogical Content Knowledge (PCK), and Technology Pedagogical Content Knowledge (TPACK). Among the several elements of PTI, action research allows practitioners to deeply understand content and integrate best practices, as reported in the research 3 literature, learned in PTI. It also provides a means through which practitioners can expand their expertise through individualized professional development. Practitioners test new strategies in their own classrooms. The primary members of the research community involve: (1) physics education researchers, (2) physics faculty/researchers, (3) in-service physics teachers, serving as mentors who practice and model action research, (4) in-service teachers of physics who are developing skills in using action research as professional development, and (5) pre-service teachers in physics education who work with in-service teachers. Each group has a significant role, creating a strong foundation of research and practice, and contributing new knowledge to be disseminated nationwide.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Physics Teaching Research Program (PTR)''' goals are to establish and sustain project outcomes in teaching and learning through development of a research priority, using a community of researchers focusing on physics education. Formal research verifies effective strategies and extends the knowledge base. Research on physics teaching and classroom action (practitioner) research will be essential elements of PTR. The PTR research team consists of educational researchers, along with STEM discipline faculty, with expertise and extensive experience in using quantitative and qualitative methodologies in investigating STEM teachers and students as well as other STEM faculty. The research program is organized around understanding immediate and long-term impacts of different components of PTI on pre- and in-service teachers, students, and administrators affected. Two broad research questions define the PTR research agenda: (1) How do we enable physics teachers to implement effective standards-based reform in their courses? and (2) What are the impacts on short- and long-term student outcomes of teacher professional development that focus on the implementation of reform in high school physics courses? The focus of PTR research will be on content-specific professional development effects of the Physics Teacher Institute (PTI) impact on physics teacher knowledge and abilities: Discipline Content Knowledge (DCK), Pedagogical Content Knowledge (PCK), and Technology Pedagogical Content Knowledge (TPACK). Among the several elements of PTI, action research allows practitioners to deeply understand content and integrate best practices, as reported in the research 3 literature, learned in PTI. It also provides a means through which practitioners can expand their expertise through individualized professional development. Practitioners test new strategies in their own classrooms. The primary members of the research community involve: (1) physics education researchers, (2) physics faculty/researchers, (3) in-service physics teachers, serving as mentors who practice and model action research, (4) in-service teachers of physics who are developing skills in using action research as professional development, and (5) pre-service teachers in physics education who work with in-service teachers. Each group has a significant role, creating a strong foundation of research and practice, and contributing new knowledge to be disseminated nationwide.</div></td></tr>
</table>Marius Schamschulahttp://alapex.org/mediawiki/index.php?title=Main_Page&diff=6&oldid=prevMarius Schamschula: /* The Alliance for Physics EXcellence (APEX) */2013-02-13T21:34:54Z<p><span dir="auto"><span class="autocomment">The Alliance for Physics EXcellence (APEX)</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 21:34, 13 February 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>APEX is comprised of three interrelated components (Figure 1):</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>APEX is comprised of three interrelated components (Figure 1):</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[[File:<del class="diffchange diffchange-inline">APEX_Pyramid</del>.png|frame|Figure 1]]</div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>[[File:<ins class="diffchange diffchange-inline">APEX_Pyramid_sm</ins>.png|frame|Figure 1]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the Physics Teacher Institute (PTI). PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the Physics Teacher Institute (PTI). PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td></tr>
</table>Marius Schamschulahttp://alapex.org/mediawiki/index.php?title=Main_Page&diff=4&oldid=prevMarius Schamschula: /* The Alliance for Physics EXcellence (APEX) */2013-02-13T21:33:17Z<p><span dir="auto"><span class="autocomment">The Alliance for Physics EXcellence (APEX)</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>APEX is comprised of three interrelated components (Figure 1):</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>APEX is comprised of three interrelated components (Figure 1):</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[[File:APEX_Pyramid.png|frame|Figure 1]]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the Physics Teacher Institute (PTI). PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the Physics Teacher Institute (PTI). PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</div></td></tr>
</table>Marius Schamschulahttp://alapex.org/mediawiki/index.php?title=Main_Page&diff=2&oldid=prevMarius Schamschula at 21:14, 13 February 20132013-02-13T21:14:38Z<p></p>
<table class="diff diff-contentalign-left diff-editfont-monospace" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 21:14, 13 February 2013</td>
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<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">'''MediaWiki has been successfully installed.'''</del></div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">= The Alliance for Physics EXcellence (APEX) =</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">Consult the [//meta.wikimedia.org/wiki/Help</del>:<del class="diffchange diffchange-inline">Contents User's Guide] for information on using the wiki software.</del></div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">APEX is comprised of three interrelated components (Figure 1)</ins>:</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>== <del class="diffchange diffchange-inline">Getting started </del>==</div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The '''Alabama Physics Education Center (APEC)''': APEC is comprised of two components. The first component is the Physics Teacher Institute (PTI). PTI is a multi-year experience that offers participants a coherent program of study to deepen their physics Discipline Content Knowledge (DCK)[1], Pedagogical Content Knowledge (PCK)[2] and increase their Technological Pedagogical Content Knowledge (TPACK)[3,4], based on physics education research, and develop leadership skills using the American Association of Physics Teachers/ Physics Teaching Resource Agents (AAPT/PTRA[5]) Professional Development model. Teachers will be exposed to instructional strategies in DCK based on physics education research, and an approach based on the latest teaching methodologies that emphasize an integrated, three-dimensional model consisting of conceptual understanding[6,7] (CU), problem-solving methods[8,9] (PS), and hands-on exploration[10.11] (EX). PTI includes a pre-service element designed to inspire minority and female undergraduates to become tomorrow’s physics teachers. The second component of APEC is the Physics Resource Enhancement Program (PREP), a central clearinghouse for dissemination of best teaching practices. A Wiki[12] will facilitate communication among faculty, PTRA leaders, teachers and students by enabling sharing of questions, ideas, best practices, and lessons learned. Lecture podcasts[13] will allow retrieval of exemplary teaching methodologies. PREP will also supply physics laboratory equipment to local education agencies (LEAs) through AMSTI/ASIM).</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">* </del>[//www.<del class="diffchange diffchange-inline">mediawiki</del>.org<del class="diffchange diffchange-inline">/wiki/Manual:Configuration_settings Configuration settings list</del>]</div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">* </del>[//www.<del class="diffchange diffchange-inline">mediawiki</del>.org/<del class="diffchange diffchange-inline">wiki</del>/<del class="diffchange diffchange-inline">Manual:FAQ MediaWiki FAQ</del>]</div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The '''Physics Teaching Research Program (PTR)''' goals are to establish and sustain project outcomes in teaching and learning through development of a research priority, using a community of researchers focusing on physics education. Formal research verifies effective strategies and extends the knowledge base. Research on physics teaching and classroom action (practitioner) research will be essential elements of PTR. The PTR research team consists of educational researchers, along with STEM discipline faculty, with expertise and extensive experience in using quantitative and qualitative methodologies in investigating STEM teachers and students as well as other STEM faculty. The research program is organized around understanding immediate and long-term impacts of different components of PTI on pre- and in-service teachers, students, and administrators affected. Two broad research questions define the PTR research agenda: (1) How do we enable physics teachers to implement effective standards-based reform in their courses? and (2) What are the impacts on short- and long-term student outcomes of teacher professional development that focus on the implementation of reform in high school physics courses? The focus of PTR research will be on content-specific professional development effects of the Physics Teacher Institute (PTI) impact on physics teacher knowledge and abilities: Discipline Content Knowledge (DCK), Pedagogical Content Knowledge (PCK), and Technology Pedagogical Content Knowledge (TPACK). Among the several elements of PTI, action research allows practitioners to deeply understand content and integrate best practices, as reported in the research 3 literature, learned in PTI. It also provides a means through which practitioners can expand their expertise through individualized professional development. Practitioners test new strategies in their own classrooms. The primary members of the research community involve: (1) physics education researchers, (2) physics faculty/researchers, (3) in-service physics teachers, serving as mentors who practice and model action research, (4) in-service teachers of physics who are developing skills in using action research as professional development, and (5) pre-service teachers in physics education who work with in-service teachers. Each group has a significant role, creating a strong foundation of research and practice, and contributing new knowledge to be disseminated nationwide.</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">* </del>[<del class="diffchange diffchange-inline">https</del>://<del class="diffchange diffchange-inline">lists.wikimedia</del>.org/<del class="diffchange diffchange-inline">mailman/listinfo/mediawiki</del>-<del class="diffchange diffchange-inline">announce MediaWiki release mailing list]</del></div></td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The '''Physics Leadership Development Program (PLD)''' will provide opportunities for teachers, science curriculum coordinators, professional development coordinators, principals, and superintendents to understand the role of physics in developing the nation’s needed resources and providing necessary intellectual leadership to ensure the success of physics education in participating schools and districts. The success of any curriculum enrichment and professional development initiative is dependent upon the understanding and support of the intellectual leadership provided by all stakeholders. Specifically, PLD aims to involve teachers in every stage of policy-making affecting the physics curriculum.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>== <ins class="diffchange diffchange-inline">References </ins>==</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># Williams, Douglas C., "Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp," Journal of Research on Technology in Education, Vol. 40, No. 2, P 201-216 (2008)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># Eugenia Etkina, “Pedagogical content knowledge and preparations of high school physics teacher," Physical Review Special Topics- Physics Education Research, 6, 20110 (2010).</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># Mishra, P., & Koehler, M. J. “Technological Pedagogical Content Knowledge: A new framework for teacher knowledge," Teachers College Record. 108(6), 1017-1054 (2006)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># </ins>[<ins class="diffchange diffchange-inline">http:</ins>//www.<ins class="diffchange diffchange-inline">tpck.org tpck</ins>.org]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># </ins>[<ins class="diffchange diffchange-inline">http:</ins>//www.<ins class="diffchange diffchange-inline">aapt</ins>.org/<ins class="diffchange diffchange-inline">Programs/projects/PTRA</ins>/ <ins class="diffchange diffchange-inline">PTRA</ins>]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># L. C. McDermott, “Research on conceptual understanding in mechanics,” Phys. Today, 37, Issue 7, 24-32 (1984)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># D. Huffman, “Effect of Explicit Problem Solving Instruction on High School Students’ Problem-Solving Performance and Conceptual Understanding of Physics,” Journal of Research in Scientific Education, Vol. 34, No. 6, 551–570 (1997)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># P. Hardiman, R. Dufresne and J. Mestre, “The relation between problem categorization and problem solving among experts and novices,” Memory and Cognition, Vol. 17, 627-638 (1989)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># F. Reif and J. Heller, “Knowledge Structure and Problem Solving in Physics,” Educational Psychologist, Vol. 17 No. 2, 102-27 (1982)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># B. Royuk, D. W. Brooks, “Cookbook procedures in MBL physics exercises,” Journal of Science Education and Technology, 12, 317-324 (2003)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># R. Wolff-Michael, “Experimenting in a constructivist high school physics laboratory,” Journal of Research in Science Teaching, Vol. 31, No. 2, 197–223 (1993)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># </ins>[<ins class="diffchange diffchange-inline">http</ins>://<ins class="diffchange diffchange-inline">wiki</ins>.org/<ins class="diffchange diffchange-inline">wiki.cgi?WhatIsWiki What is Wiki?]</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"># R. Van Zanten, “The value of lecture podcasting for distance and on</ins>-<ins class="diffchange diffchange-inline">campus students”. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne (2008)</ins></div></td></tr>
</table>Marius Schamschulahttp://alapex.org/mediawiki/index.php?title=Main_Page&diff=1&oldid=prevMediaWiki default at 20:59, 13 February 20132013-02-13T20:59:16Z<p></p>
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