A Comparison between the Knowledge Organization of University Physics Teachers and the Textbooks They Use for Their Teaching Purposes: Biot-Savart Law and Ampère's Law

Autor/in	Majidi, Sharareh
Titel	A Comparison between the Knowledge Organization of University Physics Teachers and the Textbooks They Use for Their Teaching Purposes: Biot-Savart Law and Ampère's Law
Quelle	In: International Journal of Science and Mathematics Education, 12 (2014) 6, S.1281-1314 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9457-1
Schlagwörter	Science Instruction; College Science; Pedagogical Content Knowledge; Knowledge Base for Teaching; Textbooks; Concept Mapping; Knowledge Level; Physics; College Faculty; Science Teachers; Magnets; Scientific Concepts + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Textbook; Text book; Schulbuch; Lehrbuch; Concept Map; Wissensbasis; Physik; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Stabmagnet
Abstract	Knowledge is not simply a collection of facts, principles, and formulas; instead, meaningful knowledge is organized around core concepts that guide peoples' thinking about a subject. Therefore, knowledge organization is recognized as an important component of understanding learning and teaching. In this research, knowledge organization of two physics university textbooks was compared with that of four physics university teachers. The topic studied was magnetostatics with an emphasis on two topics of Biot-Savart law and Ampère's law. The aim of study was to examine the structural features of the subject matter knowledge of teachers and textbooks. For this reason, concept maps were utilized to picture clearly their knowledge organizations. Concept maps were evaluated by means of a focus on their structural characteristics including hierarchy and clustering. Results indicate that the hierarchical organizations between knowledge of teachers and textbooks vary from one topic to another. The hierarchical organizations of teachers are more comparable to textbooks for the topic of Biot-Savart law. The clustering behaves in a very similar way in the case of patterns between textbooks and teachers for both topics. It was observed that the knowledge arrangements of Ampère's law were more hierarchical, while the knowledge organizations of Biot-Savart were more clustered. Moreover, structural properties varied from one topic to another, even though topics belong to the same context. The possibility of recognizing such difference in knowledge organization is a first step towards developing more effective teaching and learning solutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10