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Results #1-#10 of 100+
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1.
Using analogies to improve the teaching performance of preservice teachers
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M. James and L. Scharmann, J. Res. Sci. Teaching,
44
(4), 565-585 (2007).
Prior research in both education and cognitive science has identified analogy making as a powerful tool for explanation as well as a fundamental mechanism for facilitating an…
https://doi.org/10.1002/tea.20167
2.
How physics teachers approach innovation: An empirical study for reconstructing the appropriation path in the case of special relativity
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A. Ambrosis and O. Levrini, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020107 (2010).
This paper concerns an empirical study carried out with a group of high school physics teachers engaged in the Module on relativity of a Master course on the teaching of modern…
https://www.per-central.org/document/ServeFile.cfm?ID=10756&DocID=2201
3.
Respecting tutorial instructors' beliefs and experiences: A case study of a physics teaching assistant
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R. Goertzen, R. Scherr, and A. Elby, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020125 (2010).
Effective physics instruction benefits from respecting the physics ideas that introductory students bring into the classroom. We argue that it is similarly beneficial to respect the…
https://www.per-central.org/document/ServeFile.cfm?ID=10740&DocID=2213
4.
Teacher Education in Physics
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Editors: D. Meltzer and P. Shaffer; Publisher: American Physical Society -
Book
This compendium of research articles on the preparation of physics and physical-science teachers is published by the Physics Teacher Education Coalition (PhysTEC). This book came…
https://www.per-central.org/document/ServeFile.cfm?ID=11618&DocID=2519
5.
Changing Roles and Identities in a Teacher-Driven Professional Development Community
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B. Van Dusen and V. Otero, PERC 2011 Proceedings, 375-378.
In a climate where teachers feel de-professionalized at the hands of regulations, testing, and politics, it is vital that teachers become empowered both in their own teaching and as…
https://www.per-central.org/document/ServeFile.cfm?ID=11693&DocID=2570
6.
Using Artifact Methodology to Compare Learning Assistants’ and Colleagues’ Classroom Practices
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S. Barr, M. Ross, and V. Otero, PERC 2011 Proceedings, 119-122.
The University of Colorado's LA-Test K-12 research team investigated the classroom practices of former Learning Assistants' who went on to become K-12 teachers. One of the tools used…
https://www.per-central.org/document/ServeFile.cfm?ID=11698&DocID=2575
7.
Using the Algebra Project Method to Regiment Discourse in an Energy Course for Teachers
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H. Close, L. DeWater, E. Close, R. Scherr, and S. McKagan, PERC 2010 Proceedings, 9-12.
The Algebra Project, led by R. Moses, provides access to understanding of algebra for middle school students and their teachers by guiding them to participate actively and communally…
https://www.per-central.org/document/ServeFile.cfm?ID=10368&DocID=1844
8.
Uncovering the Hidden Decisions that Shape Curricula
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D. Harlow, PERC 2010 Proceedings, 21-24.
Developing explanatory models is a central practice to scientific inquiry. When students create and test explanatory models for scientific phenomenon, they develop content knowledge,…
https://www.per-central.org/document/ServeFile.cfm?ID=10371&DocID=1847
9.
Pedagogical content knowledge and preparation of high school physics teachers
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E. Etkina, Phys. Rev. ST Phys. Educ. Res.,
6
(2), 020110 (2010).
This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of…
https://www.per-central.org/document/ServeFile.cfm?ID=10402&DocID=1874
10.
Are Learning Assistants Better K-12 Science Teachers?
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K. Gray, D. Webb, and V. Otero, PERC 2010 Proceedings, 157-160.
This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers’ first year of teaching. The LA Program provides interested science majors with the…
https://www.per-central.org/document/ServeFile.cfm?ID=10428&DocID=1894
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Results #1-#10 of 100+
