Analysis of a Physics Teacher's Pedagogical "Micro-Actions" That Support 17-Year-Olds' Learning of Free Body Diagrams via a Modelling Approach

Autor/inn/en	Tay, Su Lynn; Yeo, Jennifer
Titel	Analysis of a Physics Teacher's Pedagogical "Micro-Actions" That Support 17-Year-Olds' Learning of Free Body Diagrams via a Modelling Approach
Quelle	In: International Journal of Science Education, 40 (2018) 2, S.109-138 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1401752
Schlagwörter	Physics; Science Instruction; Science Teachers; Models; Pedagogical Content Knowledge; Case Studies; Teaching Methods; Lesson Plans; Secondary School Teachers; High School Students; Epistemology; Faculty Development; Teacher Role; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Analogiemodell; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Lehrerrolle; Ausland; Singapur
Abstract	Great teaching is characterised by the specific actions a teacher takes in the classroom to bring about learning. In the context of model-based teaching (MBT), teachers' difficulty in working with students' models that are not scientifically consistent is troubling. To address this problem, the aim of this study is to identify the pedagogical micro-actions to support the development of scientific models and modelling skills during the evaluation and modification stages of MBT. Taking the perspective of pedagogical content knowing (PCKg), it identifies these micro-actions as an in-situ, dynamic transformation of knowledges of content, pedagogy, student and environment context. Through a case study approach, a lesson conducted by an experienced high-school physics teacher was examined. Audio and video recordings of the lesson contributed to the data sources. Taking a grounded approach in the analysis, eight pedagogical micro-actions enacted by the teacher were identified, namely "clarification," "evaluation," "explanation," "modification," "exploration," "referencing conventions," "focusing" and "meta-representing." These micro-actions support students' learning related to the conceptual, cognitive, discursive and epistemological aspects of modelling. From the micro-actions, we identify the aspects of knowledges of PCKg that teachers need in order to competently select and enact these micro-actions. The in-situ and dynamic transformation of these knowledges implies that professional development should also be situated in the context in which these micro-actions are meaningful. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01