期刊名称：Disciplinary and Interdisciplinary Science Education Research
电子版ISSN：2662-2300
出版年度：2019
卷号：1
期号：1
页码：1-12
DOI：10.1186/s43031-019-0007-8
语种：English
出版社：Springer
摘要：Education goals have evolved to emphasize student acquisition of the knowledge and attributes necessary to successfully contribute to the workforce and global economy of the twenty-first Century. The new education standards emphasize higher end skills including reasoning, creativity, and open problem solving. Although there is substantial research evidence and consensus around identifying essential twenty-first Century skills, there is a lack of research that focuses on how the related subskills interact and develop over time. This paper provides a brief review of physics education research as a means for providing a context towards future work in promoting deep learning and fostering abilities in high-end reasoning. Through a synthesis of the literature around twenty-first Century skills and physics education, a set of concretely defined education and research goals are suggested for future research, along with how these may impact the next generation physics courses and how physics should be taught in the future.
关键词：Physics education research; Twenty-first century learning;STEMeducation;Scientific reasoning; Deep learning
