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Supporting the development of curricular knowledge among novice physics instructors.
- Source :
-
American Journal of Physics . Apr2018, Vol. 86 Issue 4, p305-315. 11p. - Publication Year :
- 2018
-
Abstract
- In this paper, my aim is to problematize the invisibility (to instructors) of the purposes of particular exercises within research-based instructional materials (RBIMs) and to provide one possible solution to this problem that other teacher educators may adapt for their institutional contexts. In particular, I show that many RBIMs anticipate and respond to <italic>particular</italic> (often incorrect) learner ideas, that teachers often do not recognize this, and that not recognizing this can cause teachers to miss opportunities to build on learner ideas and/or engage students in scientific practices. I share an instructional activity I designed that is meant to support teachers—including university physics Learning Assistants—in recognizing the purposes of particular questions or sequences of questions within RBIMs, and I illustrate that this activity can be a productive starting place for conversation about RBIMs. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00029505
- Volume :
- 86
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- American Journal of Physics
- Publication Type :
- Academic Journal
- Accession number :
- 128581103
- Full Text :
- https://doi.org/10.1119/1.5016039