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A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials)
written by Michael M. Hull, Haruko Uematsu, and Andrew Elby
At the University of Vienna and at Tokyo Gakugei University, we aim to equip our pre-service teachers (PSTs) with "curricular knowledge" about instructional materials, knowledge about the "theory" underlying the curriculum and the reasons behind particular choices such as conceptual flow, use of individual vs. group work, and so on. This study presents two case studies grounded in of our attempts to teach nuanced curricular knowledge about differences between two fairly similar sets of curricular modules. Our analysis centers on two Masters of Science (MS) students who had various experiences involving Open Source Tutorials (OSTs), guided worksheets developed by the University of Maryland. A theoretically nuanced (and hence deep) component of curricular knowledge regarding OSTs is that they are based upon the "Knowledge in Pieces" (in contrast to a "Misconceptions" or unspecified) model of student ideas. The Pieces model maintains that student ideas are not always robustly intact and inherently incorrect cognitive structures, but rather, that student ideas are often temporary coherences of thought assembled from finer-grained pieces of knowledge that can productively be drawn upon and refined in instruction. In our courses, PSTs read research literature about OSTs, conduct mock lessons using existing OSTs, improve existing OSTs, design and teach their own OSTs to real students, and reflect upon the process to further improve the curriculum. Our analysis focuses upon case studies of Brock and Saki, MS students at our institutions. In addition to one-on-one interviews with these PSTs, we will draw upon data from in-class observations and written coursework to discuss how PSTs progressed in their understanding of nuanced curricular knowledge about OSTs and how they differ from some other tutorials.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 237-242
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Problem Solving
- Instructional Material Design
= Tutorial
- Teacher Preparation
= Curricula
= Research
Education - Basic Research
- Assessment
= Longitudinal
- Cognition
= Cognition Development
- Sample Population
= Instructor: Pre-service
- Student Characteristics
= Skills
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
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This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Hull
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
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Record Link
AIP Format
M. Hull, H. Uematsu, and A. Elby, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16239&DocID=5608).
AJP/PRST-PER
M. Hull, H. Uematsu, and A. Elby, A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials), presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16239&DocID=5608>.
APA Format
Hull, M., Uematsu, H., & Elby, A. (2022, July 13-14). A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials). Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved April 18, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16239&DocID=5608
Chicago Format
Hull, M, H. Uematsu, and A. Elby. "A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials)." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16239&DocID=5608 (accessed 18 April 2024).
MLA Format
Hull, Michael, Haruko Uematsu, and Andrew Elby. "A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials)." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 237-242 of PER Conference. 18 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16239&DocID=5608>.
BibTeX Export Format
@inproceedings{ Author = "Michael Hull and Haruko Uematsu and Andrew Elby", Title = {A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials)}, BookTitle = {Physics Education Research Conference 2022}, Pages = {237-242}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Michael Hull %A Haruko Uematsu %A Andrew Elby %T A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials) %S PER Conference %D July 13-14 2022 %P 237-242 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16239&DocID=5608 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Hull, Michael %A Uematsu, Haruko %A Elby, Andrew %D July 13-14 2022 %T A progression of pre-service teachers towards deep curricular knowledge (the Pieces model in Open Source Tutorials) %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 237-242 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16239&DocID=5608


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