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40 Years of Physics Education Research with Joe Redish
In 2020, Joe Redish retired from a 50-year career as a physics professor at the University of Maryland. During that time he was actively involved in the subject of physics education, from the use of computers, to cognitive modeling of student thinking, to the role of student expectations and epistemologies in their learning, and his more recent focused on the development of a new introductory physics course for life science students. Joe has so much passion and enthusiasm for education, and he is a storyteller extraordinaire. After a long and productive career, he still speaks of the exciting things he is learning with a glisten in his eye and wonder in his words. He bubbles with eager authenticity. And I’m just tickled pink to be talking with him.
For a full set of show notes, go to www.physicsalive.com/joe
Links discussed in the episode
M.U.P.P.E.T. project
- The M.U.P.P.E.T. Utilities
CUPLE project – Comprehensive Unified Physics Learning Environment
- CUPLE homepage
What is the psychology that you need in order to teach introductory physics? This is one of his most cited papers.
- Article: Implications of cognitive studies for teaching physics
or at https://doi.org/10.1119/1.17461
Survey of student attitudes and beliefs about university physics
- MPEX – Maryland Physics Expectation Survey
Students have the wrong idea of what they are supposed to be learning in class and what they have to do to learn it. Joe calls this a "problematic epistemological frame."
- Article: Knowledge Activation and Organization in Physics Problem Solving and also available on UMD site
Papers in the Living Physics Portal.
- Find "Using Math in Physics" in the Living Physics Portal
American Public Media audio documentary:
- Don’t Lecture Me
NEXUS – National Experiment in Undergraduate Science Education.
- NEXUS Physics
To teach a physics class for life science majors, you need to learn a lot of biology.
- Learning Each Other’s Ropes
“In STEM education, most of the work we do is service courses, we teach each others' students. And we never talk to each other. We really need to open this channel of communication.”
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By Brad Moser
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In 2020, Joe Redish retired from a 50-year career as a physics professor at the University of Maryland. During that time he was actively involved in the subject of physics education, from the use of computers, to cognitive modeling of student thinking, to the role of student expectations and epistemologies in their learning, and his more recent focused on the development of a new introductory physics course for life science students. Joe has so much passion and enthusiasm for education, and he is a storyteller extraordinaire. After a long and productive career, he still speaks of the exciting things he is learning with a glisten in his eye and wonder in his words. He bubbles with eager authenticity. And I’m just tickled pink to be talking with him.
For a full set of show notes, go to www.physicsalive.com/joe
Links discussed in the episode
M.U.P.P.E.T. project
- The M.U.P.P.E.T. Utilities
CUPLE project – Comprehensive Unified Physics Learning Environment
- CUPLE homepage
What is the psychology that you need in order to teach introductory physics? This is one of his most cited papers.
- Article: Implications of cognitive studies for teaching physics
or at https://doi.org/10.1119/1.17461
Survey of student attitudes and beliefs about university physics
- MPEX – Maryland Physics Expectation Survey
Students have the wrong idea of what they are supposed to be learning in class and what they have to do to learn it. Joe calls this a "problematic epistemological frame."
- Article: Knowledge Activation and Organization in Physics Problem Solving and also available on UMD site
Papers in the Living Physics Portal.
- Find "Using Math in Physics" in the Living Physics Portal
American Public Media audio documentary:
- Don’t Lecture Me
NEXUS – National Experiment in Undergraduate Science Education.
- NEXUS Physics
To teach a physics class for life science majors, you need to learn a lot of biology.
- Learning Each Other’s Ropes
“In STEM education, most of the work we do is service courses, we teach each others' students. And we never talk to each other. We really need to open this channel of communication.”