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Abstract Title: Teachers Analyzing Teacher Responses: Refinement in Their Content Knowledge and Their Analysis
Abstract: The Maine Physical Science Partnership (NSF #0962805) is a professional development program for K-12 science teachers. We analyzed a cohort meeting were teachers analyzed their own responses to a set of four open-ended questions from pre-vious years regarding a specific energy scenario. We observed changes in their conceptual understanding and the way they analyzed the data. Teachers moved from an evaluative mind set, focusing on the flaws of the responses or missing parts in the responses, towards the recognition of the resources shown in each response. By combining two responses they created their own refined answer for the question evaluated. While evaluating their colleagues' responses teachers detached the per-son from the answer but when they were recognizing the valuable resources they recognized the person behind the idea. We observed that the discussion of teachers' answers with other teachers allowed for development of content knowledge.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Carolina Alvarado
University of Maine
5727 Estabrooke Hall
Orono, ME 04469
Phone: 2075814667
and Co-Presenter(s)
Michael C. Wittmann and Laura Millay

Contributed Poster

Contributed Poster: Download the Contributed Poster