title: Teaching and physics education research: bridging the gap.
abstract: Physics faculty, experts in evidence-based research, often rely on anecdotal experience to guide their teaching practices. Adoption of research-based instructional strategies is surprisingly low, despite the large body of physics education research (PER) and strong dissemination effort of PER researchers and innovators. Evidence-based PER has validated specific non-traditional teaching practices, but many faculty raise valuable concerns toward their applicability. We address these concerns and identify future studies required to overcome the gap between research and practice.
authors.affiliation: Department of Physics and School of Engineering and Applied Sciences, Harvard University, 9 Oxford Street, Cambridge, MA 02138, USA. Department of Physics, Engineering Physics and Astronomy, Queen's University, Kingston, Ontario, K7L 3N6, Canada.
authors.forename: James M
authors.initials: JM
authors.lastname: Fraser
authors.forename: Anneke L
authors.initials: AL
authors.lastname: Timan
authors.forename: Kelly
authors.initials: K
authors.lastname: Miller
authors.forename: Jason E
authors.initials: JE
authors.lastname: Dowd
authors.forename: Laura
authors.initials: L
authors.lastname: Tucker
authors.forename: Eric
authors.initials: E
authors.lastname: Mazur