物理学教师和教育研究者：不同的期望是创新传播的障碍
Physics Faculty and Educational Researchers: Divergent Expectations as Barriers to the Diffusion of Innovations
摘要：
近年来，物理教育研究（PER）实践者从事了大量的课程开发和传播工作。然而，这项工作似乎对典型物理系的基本教学实践影响甚微。为了更好地了解这种情况进行了访谈与5可能用户的物理教育研究。所有报告作出改变，在他们的教学实践和所有的影响，在一定程度上，教育研究。然而，没有人充分利用教育研究，大多数人抱怨他们与教育研究人员的互动。在本文中，我们研究这些教师如何使用教育研究在教学决策，并确定不同的期望研究人员和教师如何能够共同努力，以提高学生的学习。虽然不同的教师强调不同方面的期望之间的这种差异，我们认为，他们都涉及到一个单一的基本问题：典型的传播模式是传播课程创新，并有教师采用它们与最小的变化，而教师希望研究人员与他们合作，将研究为基础的知识和材料到他们独特的教学情况。讨论了影响和建议。
英文摘要：
Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of typical physics faculty. To better understand this situation interviews were conducted with 5 likely users of physics education research. All reported making changes in their instructional practices and all were influenced, to some extent, by educational research. Yet, none made full use of educational research and most had complaints about their interactions with educational researchers. In this paper we examine how these instructors used educational research in making instructional decisions and identify divergent expectations about how researchers and faculty can work together to improve student learning. Although different instructors emphasized different aspects of this discrepancy between expectations, we believe that they are all related to a single underlying issue: the typical dissemination model is to disseminate curricular innovations and have faculty adopt them with minimal changes while faculty expect researchers to work with them to incorporate research-based knowledge and materials into their unique instructional situations. Implications and recommendations are discussed.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
