Department-Level Representations: A New Approach to the Study of Science Teacher Cognition.

Autor/inn/en	Hutner, Todd L.; Markman, Arthur B.
Titel	Department-Level Representations: A New Approach to the Study of Science Teacher Cognition.
Quelle	In: Science education, 100 (2016) 1, S. 30-56Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21186
Schlagwörter	Kognition; Lehrer; Training; Statistische Erhebung
Abstract	Research on science teacher cognition is important as findings from this research can be used to improve teacher training, leading to improved classroom practice. Previous research has often relied on two underlying assumptions: Cognition is an individual process, and these processes are detailed and introspective. In this paper, we put forth a complimentary model of cognition, drawing from theoretical assumptions suggesting (1) there exist social influences on the cognition of individuals and (2) cognitive processes are often less introspective than previously assumed. We then detail a method of data collection that we used to gather evidence in support of our complimentary model of teacher cognition. Results are consistent with the theoretical predictions of this model, suggesting the cognition of science teachers may be shaped by social and implicit influences. We then provide implications of our data collection method and theoretical framework. Finally, we provide directions for future research.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2019/3