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The Paradigms in Physics team is embarking on a new project to put detailed information about the various activities that we have developed on the web to encourage adoption by faculty at other institutions. We have already described our program as a whole in two papers (AJP 00, Physics Today 03) and a general website. But this is not enough information for people to be able to do what we do. We are currently experimenting with a wiki format so that users will be able to offer detailed feedback. We expect this site to be updated on a nearly daily basis. Check back often!
You may enter this website at five different levels: individual activities arranged by content, individual activities arranged by pedagogical strategy, sequences of activities that we have found work well together to achieve particular pedagogical goals, descriptions of our whole courses, and descriptions of things we have learned about how students learn.
Reading mathematics in this Wiki
This Wiki primarily uses the jsMath JavaScript package to display math. This works reasonably well out of the box on most browsers, although you may find that downloading these fonts will give better quality results.
Some (mostly experimental) pages in this Wiki let you see math using MathML (and graphics using SVG) via the ASCIIMathML JavaScript package.
In order to see MathML, you need a MathML-enabled browser. It is beyond the scope of this document to provide complete instructions on how to get MathML working with your browser, but Firefox works out of the box (but needs some fonts), IE6 needs a plugin, and IE7 is rumored to work out of the box. As for SVG graphics, Firefox supports them out of the box, but IE6 again needs a plugin. So far as we have been able to determine, installing the fonts or plugins under Windows requires Administrator privileges.
The University of Maryland keeps a list of the homepages of other Physics Education Research Groups.
| This material is based upon work supported by the National Science Foundation under DUE Grant Nos. 9653250, 0088901, 0231032, 0231194, 0618877. |  | Any opinions, findings and conclusions or recomendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF) |
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