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ACKNOWLEDGMENTS
The authors would like to thank the instructors who field- tested PET for their helpful feedback. The authors would also like to thank one of the anonymous reviewers, who made substantive suggestions for improving the evaluation section of this paper. The development of PET 共and PSET兲 was supported by National Science Foundation under Grant No. 0096856. a 兲 Electronic mail: fgoldberg@sciences.sdsu.edu b 兲 Electronic mail: Valerie.Otero@colorado.edu c 兲 Electronic mail: sjrobinson@tntech.edu 1 National Science Education Standards 共National Academy Press, Wash- ington, DC, 1996 兲. 2 AAAS, Benchmarks for Scientific Literacy 共Oxford U. P., New York, 1993 兲. 3 L. C. McDermott, Physics By Inquiry 共Wiley, New York, 1996兲, Vols. 1/3. 4 Powerful Ideas in Physical Science , 3rd ed. 共AAPT, College Park, MD, 2001 兲. 5 D. P. Jackson and P. W. Laws, “Workshop physical science: Project-based science education for future teachers, parents and citizens,” in The Changing Role of Physics Departments in Modern Universities: Proceed- ings of the ICUPE , edited by E. F. Redish and J. S. Rigden 共AIP, College Park, MD, 1997 兲, pp. 623–630. 6 Z. Hrepic, P. Adams, J. Zeller, N. Talbott, G. Taggart, and L. Young, “Developing an inquiry-based physical science course for preservice el- ementary teachers,” in 2005 Physics Education Research Conference Pro- ceedings, 818, edited by P. Heron, L. McCollough, and J. Marx 共AIP, Melville, NY, 2006 兲, pp. 121–124. 7 F. Goldberg, S. Robinson, and V. Otero, Physics and Everyday Thinking 共It’s About Time, Herff Jones Education Division, Armonk, NY, 2007兲. 8 F. Goldberg, S. Robinson, V. Otero, R. Kruse, and N. Thompson, Physi- cal Science and Everyday Thinking , 2nd ed. 共It’s About Time, Herff Jones Education Division, Armonk, NY, 2008 兲. 9 L. C. McDermott, “What we teach and what is learned: Closing the gap,” Am. J. Phys. 59, 301–315 共1991兲. 10 M. Jenness, P. Miller, and K. Holiday, Physics and Everyday Thinking: Final Evaluation Report 共Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, MI, 2008 兲. The full report includes detailed information about the prepost content test and the im- pact of PET on the teaching faculty. The full report is available at 具petproject.sdsu.edu/PET_Final_Evaluation_Report.pdf典 or by writing to the first author. 11 V. Otero and K. Gray, “Attitudinal gains across multiple universities us- ing the Physics and Everyday Thinking curriculum,” Phys. Rev. ST Phys. Educ. Res. 4, 020104 共2008兲. 12 J. D. Bransford, A. L. Brown, and R. R. Cocking, How People Learn: Brain, Mind, Experience, and School 共National Academies Press, Wash- ington, DC, 2003 兲. 13 E. F. Redish, “Implications of cognitive studies for teaching physics,” Am. J. Phys. 62, 796–803 共1994兲. 14 V. Otero and M. Nathan, “Pre-service elementary teachers’ conceptions of their students’ prior knowledge of science,” J. Res. Sci. Teach. 45 共4兲, 497–523 共2008兲. 15 A. diSessa, in Constructivism in the Computer Age, edited by G. Forman and P. Putall 共Erlbaum, Hillside, NJ, 1988兲, pp. 49–70. 16 J. Minstrell, “Facets of students’ knowledge and relevant instruction,” in Research in Physics Learning: Theoretical Issues and Empirical Studies, Download 231.88 Kb. Do'stlaringiz bilan baham: |
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