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Handbook of Research on Science Education by Michael Talbot-Smith

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CHAPTER 21

Teaching Physics

Reinders Duit

Leibniz-Institute for Science Education, Germany

Hans Niedderer and Horst Schecker

University of Bremen, Germany

A deliberate subject-specific view is employed in the present chapter. We attempt to provide an overview of research on teaching and learning physics—in particular from the perspective of what is special in this domain as compared with biology, chemistry, and earth science. We would like to point to two issues where physics education appears to be “special” already.

First, according to the bibliography on constructivist-oriented research on teaching and learning science by Duit (2005), about 64% of the studies documented are carried out in the domain of physics, 21% in the domain of biology, ...

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