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  1. Brian W. Frank, Dyan Jones (Ed.)
    Free, publicly-accessible full text available September 22, 2023
  2. Resources-oriented instruction in physics treats student thinking as sensible and then seeks to connect what students are saying and doing to physics content and practices. This paper uses an illustrative case to make progress toward answering the instructional questions: “What does resources-oriented instruction in physics look like?” and “How can I do it?”. We analyze an interaction between a university TA and a group of four introductory physics students completing a worksheet about mechanical wave propagation. We show some of the ways in which the TA's instructional moves supported students in making conceptual progress, even though several of the students' ideas would not be accepted as correct by many physicists.
    Free, publicly-accessible full text available July 1, 2023
  3. Bennett, M. B. ; Frank, B. W. ; Vieyra, R. (Ed.)
    With the ongoing antiracism movement in the United States, there is a call for physics teachers to incorporate equity-based and antiracist activities and curricula into their classrooms. In an online summer professional development course for high school physics teachers, we listened to participants define and compare antiracism and equity. We identified three framings (dual, part-whole, and developmental) that characterize these high school physics teachers' conceptions of the relationship between equity and antiracism. The framings offer insights into physics teachers' notions of anti-racist practice in relation to equity and their concerns regarding enacting equity and antiracism in teaching practice.