An Instructional Challenge through Problem Solving for Physics Teacher Candidates

Autor/inn/en	Nashon, Samson Madera; Anderson, David; Nielsen, Wendy S.
Titel	An Instructional Challenge through Problem Solving for Physics Teacher Candidates
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 10 (2009) 1, Artikel 1 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Preservice Teacher Education; Constructivism (Learning); Mathematics Education; Prior Learning; Physics; Problem Solving; Pedagogical Content Knowledge; Science Instruction; Science Teachers; Knowledge Base for Teaching; Mathematics Skills; Foreign Countries; Secondary School Science; High Schools; Canada + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Vorkenntnisse; Physik; Problemlösen; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; High school; Oberschule; Kanada
Abstract	The teaching of science, especially at pre-college and teacher education levels has undergone tremendous transformation over the years: from teacher-centred transmission to student-centred approaches rooted in constructivism. Whereas constructivism has been charged with all manner of shortfalls, it still can be of benefit to the way physics instructions are organized and implemented. In this paper, the importance of learners' prior knowledge in understanding physics concepts is discussed. This study comprised a case of two cohorts of physics teacher candidates who had strong content knowledge of physics, but lacked pedagogical knowledge as demonstrated by their struggles to implement appropriate grade-level strategies in physics problem solving tasks (which are amenable to a variety of mathematical tool-choices). The case cohorts we used as exemplars to underscore the importance of learners' prior mathematical knowledge. Further, we focus on implications for pre-service teacher preparation, and the effects mathematical tool-choice can bear on students' conceptions. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10