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Abstract Title: Copying the lab key, or: How to apply the Algebra Project to science teacher professional development
Abstract: The Algebra Project, led by R. Moses, provides access to understanding of algebra for middle school students and their teachers by guiding them to participate actively and communally in the construction of regimented symbolic systems.  We have extended this work by applying it to the professional development of science teachers (K-12) in energy.  As we apply the Algebra Project method, the focus of instruction shifts from the learning of specific concepts within the broad theme of energy to the gradual regimentation of the interplay between learners' observation, thinking, graphic representation, and communication.  This approach is suitable for teaching energy, which by its transcendence can seem to defy a linear instructional sequence.  The learning of specific energy content thus becomes more learner-directed and unpredictable, though at no apparent cost to its extent.  Meanwhile, teachers seem compelled by this method to reclaim the rightful place of their students in the scientific process.
Abstract Type: Targeted Poster
Targeted Session: Taking Responsibility for the Hidden Curriculum: Practices and Challenges in addressing the broader goals in physics education

Contributed Poster

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Author/Organizer Information

Primary Contact: Hunter Close
Seattle Pacific University