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6404f97bd5c2c-teacher-education-in-physics
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- ACKNOWLEDGMENTS
V. CONCLUSION
In this paper, we have illustrated how Physics by Inquiry, a research-based curriculum developed by our group, can help preservice and inservice teachers deepen their under- standing of the topics that they are expected to teach. 21,22 Evidence has also been presented of a significant increase in learning by ninth-grade students who were taught by teach- ers who had worked through this curriculum. Because of their influence on large numbers of students, K-12 teachers should have a strong command of basic phys- ics and physical science. Results from research conducted among physics majors and graduate students, all of whom have taken courses on more advanced material, indicate that these courses often do not help them deepen their under- standing of some important concepts taught in high school. 23 Descriptive survey courses are inadequate preparation for teaching physical science in elementary and middle school. Moreover, as has been illustrated, experience in teaching a topic does not necessarily lead to the development of a func- tional understanding. There is therefore a need for special physics courses for elementary, middle, and high school teachers. Some important features of these courses have been illustrated in this paper and are also discussed in the Guest Editorial in this issue. 1 ACKNOWLEDGMENTS The research and curriculum development described in this paper were a collaborative effort by many past and present members of the Physics Education Group at the Uni- versity of Washington. Donna Messina, a former high school teacher, led the preservice teaching project. Karen Wosilait collected and analyzed data from her ninth-grade class. Sup- port from NSF for our annual Summer Institutes for Inser- vice Teachers and for the development of Physics by Inquiry made these related projects possible. 1 For specific references and additional discussion, see L. C. McDermott, “Preparing K-12 teachers in physics: Insights from history, experience, and research,” Am. J. Phys. 74, 758–762 共2006兲. 2 Other important aspects include classroom management, social and cul- tural problems, psychological concerns, epistemological beliefs, and theories of learning. 3 L. C. McDermott, “A perspective on teacher preparation in physics and other sciences: The need for special courses for teachers,” Am. J. Phys. Download 231.88 Kb. Do'stlaringiz bilan baham: |
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