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Journal of Science Teacher Education

Erschienen in:

01.02.2014

An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

verfasst von: Danielle B. Harlow

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2014

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Abstract

This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.

Vorheriger Artikel Prospective Elementary Teachers’ Analysis of Children’s Science Talk in an Undergraduate Physics Course

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Titel: An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers
verfasst von: Danielle B. Harlow
Publikationsdatum: 01.02.2014
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2014
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-013-9346-z

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