The Physics Education Research Working Group at the Fifth InterAmerican Conference on Physics Edfucation, College Station, TX

July 1994

We met for long periods of time as a group and discussed how to transfer physics education research to the classroom, how to help teachers take advantage of what's known, and what we as teachers should do as a result of the outcome(s) of the research.

Our report was quite detailed. Here, in schematic form, is what was discussed.

1) HOW CAN WE TRANSFER RESEARCH TO TEACHERS?

a) networks

b) teacher training

c) formal and informal journals, meeting proceedings

d) professional groups

2) HOW CAN TEACHERS TAKE ADVANTAGE OF THE RESEARCH?

a) economic and systemic problems

b) teacher training

3) WHAT DOES THE RESEARCH IMPLY ABOUT WHAT TEACHERS SHOULD DO?

a) styles of teaching

b) teaching methods

c) content

d) participation in research

e) adopting a spirit of research

Our conclusions are the following:

• Establishing communication: What each person and group does is a basis for developing effective longterm networks, and developing and identifying resources for joint projects/programs.
• We formulated a wide range of questions, both specific and general, addressed to physics education research, pedagogy, systemic constraints, teachers, and students.
• The bridge between education research and what happens in class is the teacher.
• It is important for the teacher to be a participant in as well as a receiver of physics education research.
• Communication of results is essential.

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