Why the Resistance to Inquiry-Oriented Teaching?
Editorial
Introduction to physics teaching for science and engineering undergraduates
Chandralekha Singh, Laura Moin, and Christian D. Schunn
Self-monitoring to minimize student resistance to inquiry
Luke Luginbuhl & Do-Yong Park
Classroom layout in a technology-enhanced physics teacher education course
Brian Baldwin
The New Aristotelianism?
Editorial
Scientific epistemology: How scientists know what they know
Carl J. Wenning
Connecting three pivotal concepts in K-12 science state standards and maps of conceptual growth to research in physics education
Chandralekha Singh & Christian D. Schunn
Teaching of heat and temperature by hypothetical inquiry approach: A sample of inquiry teaching
Manzoor Ali
The Long Goodbye
Editorial
Hooking physics up with physical education
William H. Koenecke & Joseph DeBella
Guidelines and methods for high school teachers for encouraging women
in careers in science, technology, engineering, and mathematics
Rebecca E. Wenning-Vieyra
A post participation review of the North Carolina State University’s online
graduate credit physics course for teachers PY610C: Special Topics –
Matter & Interactions II for Secondary School Teachers
Salvatore Tatto
Physics Teacher Education Program Reform
Editorial
Guiding experiences in physics instruction for undergraduates
Wilson J. Gonzalez-Espada and Michelle Stone
Gender differences in physics: A focus on motivation
Gita Taasoobshirazi
A physics teacher candidate knowledge base
Carl J. Wenning
The motivation and recruitment of physics students and teachers
Renata Holubová
Educating Teacher Educators
Editorial
The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling Method of physics instruction – Part II
Kathy Malone
Collaborative action research to improve classroom assessment in an introductory physics course for teachers
Deborah L. Hanuscin, Matt Richard, Meera Chandrasekhar, Adrian Corman, & Cintia Lapilli
Assessing inquiry skills as a component of scientific literacy
Carl J. Wenning
Cognitive variables in science problem solving: A review of research
Joan Josep Solaz-Portolés & Vicent Sanjosé López
Educating School Teachers
Editorial
A post participation review of the University of Virginia's on-line graduate credit physics course for teachers: PHY 605 - How Things Work I
Kelly Pearson
A proposed model for planning and implementing high school physics instruction
Samson Madera Nashon
Engaging students in conducting Socratic dialogues: Suggestions for science teachers
Carl J. Wenning
The convergence of knowledge organization, problem-solving behavior, and metacognition research with the Modeling method of physics instruction – Part I
Kathy Malone
Physics Teacher Education Job Opening
