PERC 2015 Abstract Detail Page
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| Abstract Title: | Measuring the Demand of Instructional Artifacts in a High School Energy Unit |
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| Abstract: | Content knowledge for teaching (CKT) is a practice - based theory of the professional knowledge that a person needs to be able to carry out tasks of teaching in the classroom (Ball, Thames and Phelps, 2008). One such task of teaching is developing instructional materials and assessments that meet the goals of instruction. In this poster, we will discuss the development process of the protocol. We will then provide data from the artifacts collected from 33 teachers across the United States. We will use this data and examples from the artifacts to illustrate the differences in both the content of the artifacts and the types of tasks students are asked to complete. Finally,we will compare the initial results from the coding of artifacts to other measures of Content Knowledge for Teaching of Energy. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Robert Zisk Rutgers University 10 Seminary Pl New Brunswick, NJ 08901 |
| Co-Author(s) and Co-Presenter(s) |
Eugenia Etkina Drew Gitomer |
