Becoming Animated When Teaching Physics, Crafts and Drama Together: A Multidisciplinary Course for Student-Teachers

Autor/inn/en	Kallunki, Veera; Karppinen, Seija; Komulainen, Kauko
Titel	Becoming Animated When Teaching Physics, Crafts and Drama Together: A Multidisciplinary Course for Student-Teachers
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 1, S.32-47 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2016.1182373
Schlagwörter	Foreign Countries; Preservice Teacher Education; Preservice Teachers; Student Teachers; Interdisciplinary Approach; Science Instruction; Physics; Handicrafts; Drama; Advanced Courses; Teaching Methods; Models; Educational Games; Energy; Instructional Design; Learning Processes; Attitude Change; Holistic Approach; Cooperative Learning; Diaries; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Handwerk; Schauspiel; Fortgeschrittenenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Educational game; Lernspiel; Energie; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Attitudinal change; Einstellungsänderung; Holistischer Ansatz; Kooperatives Lernen; Diary; Tagebuch
Abstract	This article examines a physics course for pre-service primary teachers in which physics, crafts and drama were taught together by connecting the standpoints of crafts and drama. The study was carried out by three university educators from these disciplines during an advanced optional course for student-teachers at the University of Helsinki in Finland. This article discusses the impact of the multidisciplinary teaching approach on the participants' learning outcomes. First, the article explains the multidisciplinary teaching model, an educational energy game that the student-teachers designed as part of the course. Second, it describes the learning that emerged from the student-teachers' learning process, including (1) learning skills, (2) new pedagogic thinking and (3) a change of attitude towards integrative teaching. Finally, the analysis shows the strength of sociocultural animation, which is traced through a path of becoming animated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01