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Abstract Title: Incorporation of social-context into the classroom to support transfer
Abstract: Previous research has investigated how expansive framing of the learning context can promote transfer (Engel, et. al 2012). A physics course for future elementary teachers was redesigned to infuse PCK into the learning experiences of the students by fusing the process of learning physics concepts with kid's ideas about those concepts. The course frames students' learning around their future career as elementary teachers.  Expansive framing is integrated into the learning cycle to promote transfer of learning.  Students created micro-lessons for elementary students on the topics learned in class. We analyzed students' micro-lessons to determine if there is evidence of transfer of science content and pedagogical strategies. We evaluated the physics concepts and PCK demonstrated in the micro-lessons. We also assessed the level of integration with their social context by examining the extent to which the students expansively framed their micro-lessons.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Claudia Fracchiolla
Kansas State University
and Co-Presenter(s)
N. Sanjay Rebello