PERC 2015 Abstract Detail Page
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| Abstract Title: | Teacher behavior drops with increasing expertise in pre-service science teachers |
|---|---|
| Abstract: | The Introductory Astronomy Questionnaire (IAQ) was translated into Norwegian and given in adapted form to 42 pre-service science teachers at the largest teacher education institution in Norway. The IAQ was administered before and after instruction of a 12-hour astronomy module. One question prompted students to explain the difference between astronomy and astrology and another question probed students' understanding of 'the Big Bang as a theory'. In both questions, students were asked to "write a detailed account" of what they would have said to three year 10 students discussing these topics. In the pre-test, 18 (46%) and 14 (36%) students respectively responded in a pedagogical manner, displaying a clear focus on helping students learn. The remaining answers were written in an expert voice that did not make reference to the hypothetical students. In the post-test, however, only 2 (5%) and 5 (14%) students respond as teachers and the rest as experts. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Christine Lindstrøm Oslo and Akershus University College Pilestredet 52 Oslo, Non U.S. 0167 Phone: +4745793016 |
| Co-Author(s) and Co-Presenter(s) |
Vinesh Rajpaul, University of Oxford, UK Megan Engel, University of Oxford, UK |
