Aps-ajp-11-1001-Book indb

through interaction with tools. 
Within the scientifi c community, various tools such as labo-
ratory apparatus, simulations, graphical representations, and 
specialized language are used in the development and commu-
nication of scientifi c ideas. In the PET classroom, similar tools 
are used to facilitate the articulation and development of sci-
entifi c ideas. For example, students often work with computer 
simulations following laboratory experimentation. The simula-
tions serve as visualization tools, using representations such as 
graphs, speed and force arrows, energy bar representations and 
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18 
Teacher Education in Physics
Summary: Goldberg, et al.
circuit diagrams to help students test their models of the physical 
phenomena. 
The fourth design principle is that learning is facilitated 
through interactions with others. The scientifi c enterprise 
relies on argumentative practices in the interpretation of 
empirical data and in the social construction of scientifi c 
knowledge. The pedagogical structure of each activity in PET 
was designed to provide multiple opportunities for students to 
talk, think, develop their ideas, and to engage in argumenta-
tion practices both in small groups and in whole class discus-
sions. As students are put in positions where they are expected 
to articulate and defend their ideas in the face of evidence, 
they are able to move toward more robust explanatory models 
and deeper understandings of phenomena. 
The fi fth design principle is that learning is facilitated 
through establishment of certain specifi c behavioral prac-