The International Handbook of Physics Education Research

About the Journal

The International Handbook of Physics Education Research: Learning Physics
Edited by
Mehmet Fatih Taşar
Paula R. L. Heron
AIP Publishing LLC
DOI: https://doi.org/10.1063/9780735425477
ISBN electronic: 978-0-7354-2547-7
ISBN print: 978-0-7354-2544-6
Publication date: 2023
 
The International Handbook of Physics Education Research: Teaching Physics
Edited by
Mehmet Fatih Taşar
Paula R. L. Heron
AIP Publishing LLC
DOI: https://doi.org/10.1063/9780735425712
ISBN electronic: 978-0-7354-2571-2
ISBN print: 978-0-7354-2568-2
Publication date: 2023
 
The International Handbook of Physics Education Research: Special Topics
Edited by
Mehmet Fatih Taşar
Paula R. L. Heron
AIP Publishing LLC
DOI: https://doi.org/10.1063/9780735425514
ISBN electronic: 978-0-7354-2551-4
ISBN print: 978-0-7354-2548-4
Publication date: 2023
 
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Current Issue

Vol. 1 No. 1 (2020): Shared files with authors
Published: 2020-09-02

Articles

View All Issues

 

The IHPER Advisory Board

M. Sabieh Anwar, Pakistan
Ton Ellermeijer, The Netherlands
Claudio Fazio, Italy
Igal Galili, Israel
Richard Gunstone, Australia
Lilia Halim, Malaysia
David Hestenes, USA
Pratibha Jolly, India
Marcia Linn, USA
Lillian C. McDermott, USA
Marisa Michelini, Italy
Robin Millar, UK
Roberto Nardi, Brazil
Hideo Nitta, Japan
Ann-Marie Pendrill, Sweden
Dimitrios Psillos, Greece
Manjula Devi Sharma, Australia
Svein Sjøberg, Norway
David Sokoloff, USA
Jinwoong Song, South Korea
Ron Thornton, USA
Andrée Tiberghien, France
Ed van den Berg, The Netherlands
Laurence Viennot, France
Manuela Welzel-Breuer, Germany

 

 

 

 

 

 

 

 

 

 

 

IHPER - International Handbook of Physics Education Research

Editors are grateful for the enthusiasm and support so generously given by the IHPER Advisory Board members all of whom are prominent physics education researchers from around the world with deepest knowledge and experience in the field.

As the field of PER grows and diversifies, it is increasingly difficult for newcomers to gain an appreciation of the major findings across all sub-domains, to discern global themes, and to recognize gaps in the literature. We believe that a synthesis of the research could play an important role for both researchers and practitioners. Our goal is to produce a resource that addresses the following central questions:
* What has PER contributed to our current knowledge of teaching and learning of physics?
* What would we be lacking today without decades of continued PER?
* How has PER evolved over the decades (in terms of research questions tackled, instruments employed, methodologies used, etc.)? What were the major turning points in PER history?
* How has physics teaching and learning changed (improved) over the decades due to the direct impact of PER?
* How has PER benefited from other disciplines (e.g. cognitive psychology, educational psychology, pedagogical research, instructional design research, etc.) and vice versa?

We propose to invite a broad spectrum of researchers with international reputations to contribute chapters that synthesize results on important topics of PER.

The Advisory Board members will be providing

(1) suggestions to refine and/or fill gaps in the list of potential authors and reviewers (especially with regard to international representation),
(2) suggestions to refine and/or fill gaps in the list of proposed topics, and possibly
(3) reviewing chapters,
(4) (optional) chapter contributions to IHPER.