PERC 2021 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | Horizon Content Knowledge and the Interdisciplinary Horizon in Physics Education Research |
|---|---|
| Abstract: | Teachers who have only one year to instruct students often pay attention to and take into account not only what their students have learned before, but what they will be studying next. To do so, a teacher must know the content beyond what they are teaching, allowing them to see how the content of their classroom is connected with preceding and later topics in physics and areas outside of physics. Horizon Content Knowledge (HCK) is a component of teacher knowledge that emphasizes the structure and interconnectedness of a discipline, the validity of a teachers content knowledge, and the values and sensibilities the teacher has about the discipline they are teaching. Given a particular location of instruction, HCK enables a teacher to integrate content knowledge found in the larger landscape of their discipline. To investigate HCK in physics, we have interviewed in-service middle/high school teachers about topics in physics. Preliminary data provide several examples of HCK in physics. Furthermore, we find evidence of an interdisciplinary horizon, which is how teachers incorporate interdisciplinary knowledge in the context of their current location of instruction. We find that interdisciplinary content, values, and validity of knowledge play a role in unifying physics concepts for these teachers while also influencing their teaching of physics. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 1 Room B |
| Poster Number: | 1B-7 |
Author/Organizer Information | |
| Primary Contact: |
Trevor Robertson University of Maine Orono, ME 04473 Phone: 774-294-1556 |
| Co-Author(s) and Co-Presenter(s) |
Michael Wittmann |
