The document discusses three topics related to physics education research: 1) the relevance of pedagogical content knowledge for physics teachers and effective teacher training programs, 2) debates around physics curriculum design regarding integrated vs individual courses and standardized vs flexible content, and 3) the affordances and need to measure student learning outcomes of using information and communication technologies in physics teaching and learning. It also summarizes research on science education assessments, classroom pedagogies like inquiry-based learning and peer instruction, and contrasts fast and slow thinking as related to examinations versus scientific research.

1. Physics Education
Research

2. 1. PCK in Physics
Relevance of PCK
Move PER into classroom
Physics teachers with limited
coursework in Physics
Competencies related to integrating ICT
Development of PCK
Effective pre/in service teacher training
Systematic support system for in-service
teacher
Common definition of PCK
2. Physics Curriculum
Should Physics courses be
Alone or Integrated?
Do all students need to have the same
physics course?
Multi-disciplinary module to be taught
by a team of teachers?
Differences across the teacher
preparation courses
Study Physics as a coherent body of
knowledge or fragmented topics?
3. Multimedia in Physics
Teaching & Learning
Affordances & Relevance of ICT
in Physics Education
Technology allows massive connectivity
Pedagogical efficacy in the use of
computers
Need to measure student's learning in
ICT enabled lessons
Real time analysis, real world
experience

3. General Education
Research

4. 1. Assessments &
Diagnostic test
Force Concept Inventory
2,3, 4 tier MCQ diagnostic test
2. Classroom pedagogies Inquiry based approach
Peer Instruction
hands on minds on
ICT enabled pedagogies
3. Others
Fast thinking vs Slow thinking
(Nobel laurette Daniel
Kahneman’s book – “Thinking,
Fast and Slow”)
Fast thinking neglects ambiguity
and suppresses doubt e.g.
examinations
Slow thinking has to be
consciously turned on. It creates
doubt, considers alternatives,
weigh evidence, calculation e.g.
scientific research
With some practice & prior
knowledge, some slow thinking
becomes available to fast
thinking
Exam -> Familiarity(Fast thinking)
-> Rote Learning