Innovative Training of In-Service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

Autor/inn/en	Zavala, Genaro; Alarcon, Hugo; Benegas, Julio
Titel	Innovative Training of In-Service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research
Quelle	In: Journal of Science Teacher Education, 18 (2007) 4, S.559-572 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-007-9054-7
Schlagwörter	Science Teachers; Learning Problems; Multiple Choice Tests; Learning Strategies; Formative Evaluation; Educational Research; Constructivism (Learning); Active Learning; Physics; Inservice Teacher Education; Homework; Washington + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lernproblem; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsforschung; Pädagogische Forschung; Aktives Lernen; Physik; Lehrerfortbildung; Hausaufgabe
Abstract	In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy "Tutorials in Introductory Physics," developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students' learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10