PERC 2018 Abstract Detail Page
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Abstract Title: | How instructors leverage the unpredictable in their classrooms |
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Abstract: | The physics education research community is notable for the many research based instructional strategies (RBISs) it has produced. The broader science and math education research literatures suggests a mechanism for the instructional success of our many RBISs: they create a classroom climate "...in which ideas bubble and effervesce...," a process sometimes referred to as "intellectual fermentation." The success of such classes requires delicate management, as they present instructors with an unpredictable context in which many on the fly decisions must be made. RBIS instructors must navigate the messiness of this fermentation process, attempting to carefully guide it without controlling it. Despite their importance, our research community has paid scant attention to the challenges, decisions, and actions behind this guidance. We investigated a series of episodes from our own classrooms to investigate the nature of the instructional challenges that RBIS instructors are confronted with. |
Abstract Type: | Contributed Poster Presentation |
Session Time: | Poster Session II |
Poster Number: | B30 |
Author/Organizer Information | |
Primary Contact: |
Jon Gaffney Hamilton College 198 College Hill Rd. Taylor Science Center Clinton, NY 13323 |
Co-Author(s) and Co-Presenter(s) |
Paul Hutchison, Grinnell College |