PERC 2019 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | The quality of instructional artifacts and teachers' content knowledge for teaching energy |
|---|---|
| Abstract: | Content Knowledge for Teaching (CKT; Ball, Thames, & Phelps, 2008) describes the knowledge that teachers have for teaching a particular subject. As such, there should be a relationship between teachers' CKT and their classroom practice. In this poster, we describe two high school teachers' content knowledge for teaching energy (CKT-E) and how that knowledge is reflected in the assignments and assessments they develop for energy instruction. Specifically, we focus on their knowledge for teaching the concepts of work and systems. Through this analysis, we provide a framework for measuring the enactment of knowledge for teaching through the analysis of classroom artifacts. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B93 |
Author/Organizer Information | |
| Primary Contact: |
Robert Zisk Rutgers University 10 Seminary Pl New Brunswick, NJ 08901 Phone: 7326729432 |
| Co-Author(s) and Co-Presenter(s) |
Eugenia Etkina, Rutgers University; Drew Gitomer, Rutgers University |
