从物理教育研究中学习：对经济学教育的启示
Learning from Physics Education Research: Lessons for Economics Education
摘要：
我们相信，经济学家可以从其他学科的教育研究实践和相关的教学创新中学到很多东西，特别是物理教育。在本文中，我们确定了物理教育研究区别于经济学教育研究的三个关键特征-（1）物理教育研究在学习科学原理方面的故意基础，（2）一个共同的概念研究框架，专注于学生如何学习物理概念，（3）学科知识构建的累积过程-并描述了它们对新教学体系的影响。教学活动和物理教育课程设计。此外，我们突出了四个具体的例子，成功的教学创新来自物理教育-上下文丰富的问题，概念测试，即时教学，互动讲座演示-并说明这些做法可以适应经济教育。
英文摘要：
We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.
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