Preparing Future Teachers to Anticipate Student Difficulties in Physics in a Graduate-Level Course in Physics, Pedagogy, and Education Research

Autor/inn/en	Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.
Titel	Preparing Future Teachers to Anticipate Student Difficulties in Physics in a Graduate-Level Course in Physics, Pedagogy, and Education Research
Quelle	In: Physical Review Special Topics - Physics Education Research, 7 (2011) 1, S.010108-1 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.7.010108
Schlagwörter	Research Methodology; Physics; Pedagogical Content Knowledge; Course Descriptions; Educational Research; Academic Achievement; Energy; Teacher Effectiveness; Reflective Teaching; Teacher Education; Difficulty Level; Graduate Study; Teaching Methods + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Physik; Pädagogische Kompetenz; Kursstrukturplan; Bildungsforschung; Pädagogische Forschung; Schulleistung; Energie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Schwierigkeitsgrad; Aufbaustudium; Graduiertenstudium; Hauptstudium; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge--knowledge of student ideas--about one particular content area: electric circuits. We find that the quality of future teachers' responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background. (Contains 8 figures, 2 footnotes and 4 tables.) (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10