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Abstract Title: Assessing Knowledge in a Graduate Course on PER
Abstract: The University of Maine Master of Science in Teaching program includes a pair of graduate courses entitled Integrated Approaches in Physics Education.  The courses integrate understanding of different elements of physics education research (PER), including research into student learning, content knowledge (CK) from the perspective of how it is learned, and reform-based curricula together with published evidence of their effectiveness.  Course elements include equal parts studying physics through proven curricula and discussion of research results from PER literature.  As part of our course development, we are researching course participants understanding of content, pedagogy, and education research.  We are also exploring assessment methods to analyze graduate student pedagogical content knowledge (PCK).  Early findings indicate that the courses improve both CK and PCK.  However, the improvement in these two arenas seems to be dependent on the background physics content knowledge of the student.

Supported in part by the Maine Economic Improvement Fund and the Maine Academic Prominence Initiative.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: John R. Thompson
University of Maine
Dept. of Physics and Astronomy, 5709 Bennett Hall
Orono, ME 04469-5709
Phone: 207-581-1030
and Co-Presenter(s)
Warren M. Christensen
University of Maine, Center for Science and Mathematics Education Research
warren.christensen -at- umit.maine.edu

Michael C. Wittmann, University of Maine
University of Maine
wittmann -at- umit.maine.edu