Aps-ajp-11-1001-Book indb
IV. RELATION BETWEEN TEACHER
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- A. Preparation of K-12 teachers
IV. RELATION BETWEEN TEACHER
PREPARATION AND STUDENT LEARNING The assessment of the effectiveness of a physics program for the preparation of teachers should focus on how well they understand the content and process of physics. A major in- centive for conducting such a program is to improve student learning in K-12 classrooms. Therefore, it is also important to assess the effect of the type of preparation that teachers have received on the intellectual development of their stu- dents. Making such judgments in a K-12 classroom is chal- lenging, partly because access is difficult. Nevertheless, we have been able to conduct some limited assessments. To help teachers in our preservice course develop peda- gogical content knowledge, we have them teach in a precol- lege classroom a topic that they themselves have studied. In the following example, preservice teachers designed and taught lessons on the straight-line propagation of light to ninth-grade students and then assessed the results. 19 A. Preparation of K-12 teachers The preservice teachers began their study of this topic with a pretest that has been given to more than 2000 students from the introductory to the graduate level, and to many K-12 teachers. 8 The part of the pretest in Fig. 5 共a兲 asks what would be seen on a screen when a mask with a triangular hole is placed between a long-filament bulb and the screen. As Table I indicates, preservice teachers and introductory students performed at about the same level 共20%兲 on the pretest. About 65% of the graduate students responded cor- rectly. In all three populations, many students could not ap- ply the basic ideas that light travels in a straight line and that every point on an object acts as a source of an infinite num- ber of rays emitted in all directions. After working through the relevant sections of Light and Color in PbI, the preservice high school teachers developed a ray model for light that they could apply to predict and explain the patterns formed on a screen by light sources and apertures of various shapes. 20 Two of the many post-tests that we have administered are in Fig. 5 共b兲. As Table I shows, the preservice teachers did better after PbI instruction 共85%兲 than physics graduate students did on the simpler pretest. Download 231.88 Kb. Do'stlaringiz bilan baham: |
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