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PERC 2012 Abstract Detail Page

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Abstract Title: Do You Show What You Know? An Examination of Physics Teachers Subject Matter Structures and Their Classroom Practices
Abstract: The goal of this study was to examine a potential means for facilitating the translation of physics teachers' conceptions of their subject matter into their work in the classroom. Teachers' subject matter structures (SMS) were examined through a diagramming-and-interview format and were also separately examined in situ during their classroom practice. Treatment group teachers were asked to explicitly reflect on characteristics of their SMSs in comparison to their typical classroom practice. While a high level of congruence was evidenced between teacher-explicated SMSs and those SMSs inductively generated for both groups (treatment and control), those teachers deemed as possessing less pedagogical content knowledge (PCK) translated SMSs, and thus concepts, that were conceptually fragmented and compartmentalized. Implications highlight the challenges of both expediting the development of connected, and dynamic SMSs in teachers and for ensuring their subsequent translation into classroom practice in forms readily accessible to students (i.e., developing teachers' PCK).
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Stephen Bartos
Illinois Institute of Technology
3424 S. State St., South Bldg.
Mathematics & Science Education Dept., Room 4007
Chicago, IL 60616
Phone: 312.567.3689
and Co-Presenter(s)
Norman G. Lederman
Judith S. Lederman