2011—2020年间美国国家科学基金对物理教育研究领域资助情况分析  

Analysis of Funding for Physics Education Research by The National Science Foundation of The United States Between 2011 and 2020

作　　者：张萍[1] Ding Lin 徐祯 Zhang Ping;Ding Lin;Xu Zhen(Department of Physics,Beijing Normal University,Beijing100875,China 2.Department of Teaching and Learning,The Ohio State University,Columbus OH 43210,USA)

机构地区：[1]北京师范大学物理学系,北京100875 [2]俄亥俄州立大学教育学院,美国俄亥俄哥伦布43210

出　　处：《中国科学基金》2022年第3期516-522,共7页Bulletin of National Natural Science Foundation of China

摘　　要：物理教育研究在美国已经有50多年的历史,被公认是物理研究领域的一个分支方向,列入国家科学基金的支持范围,持续性资助物理教育研究对物理教学实践和科学育人非常重要。本文依据美国国家科学基金会网站的数据,从资助项目数量、资助资金数额、资助来源路径、资助研究方向四个方面,对2011—2020财年间美国国家科学基金会对物理教育研究领域的项目资助情况进行分析和综述,为中国国家自然科学基金委员会科学制定发展战略,深化教育与具体学科教学研究的交叉融合,推动我国物理教育研究的发展,科学培养创新人才提供参考和借鉴。Physics Education Research(PER) has a history of over 50 years in the United States(US) and is recognized as a legitimate subfield of physics supported by the National Science Foundation(NSF). Continuous funding for PER is crucial for physics instruction and cultivation of scientific literacy. Drawing from the database archived on the website of the NSF in the US, this paper provides a summative analysis of the PER funding trends in the US around four aspects: numbers of NSF sponsored PER projects, dollar amounts of funding, funding sources, and research directions of funded projects between 2011 and 2020. This paper offers useful implications for the National Natural Science Foundation of China in terms of the development of strategic plans, enhancement of physics education and PER in China, and research-based training of physics talents.

关 键 词：物理教育研究 美国国家科学基金 基金资助项目 

分 类 号：O4[理学—物理] N12[自然科学总论]