Identifying Content Knowledge for Teaching Energy: Examples from High School Physics

Autor/inn/en	Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.
Titel	Identifying Content Knowledge for Teaching Energy: Examples from High School Physics
Quelle	In: Physical Review Physics Education Research, 13 (2017) 1, S.010105-1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.13.010105
Schlagwörter	Science Teachers; Pedagogical Content Knowledge; Secondary School Teachers; Secondary School Science; Physics; Scientific Concepts; Energy; Faculty Development; STEM Education; High Schools; Classroom Observation Techniques; Identification; Methods; Inferences; Teaching Methods; Teacher Student Relationship; Interaction + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Physik; Energie; STEM; High school; Oberschule; Identifikation; Identifizierung; Method; Methode; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion
Abstract	"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for selecting and analyzing classroom episodes showing content knowledge for teaching about energy (CKT-E), and illustrate this methodology with examples from high school physics instruction. Our work has implications for research on teacher knowledge and for professional development that enhances teacher CKT-E. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01