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Location:
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KFC Courts |
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Date:
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Monday, Aug.01 |
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Time:
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8:00PM - 8:45PM
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Author:
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Paul Hutchison, Grinnell College
(641) 269-4882, hutchiso@grinnell.edu
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Co-Author(s):
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None
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Abstract:
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A physics class must have some physics knowledge in it. This self-evident statement hides complexity worth examining. It is important to think about the role of physics knowledge and the role of students in relation to it. This study explores how different knowledge-student relationships interact with the multiple goals in physics courses aimed at pre-service elementary teachers, though the findings bear on any course for future teachers. I draw on analyses of existing curricula, scholarship from the science education and teacher education research communities, and data collected when I taught such courses. My study indicates different relationships between students and physics knowledge can create classroom environments that prize some goals over others. It's not clear this must necessarily be a zero-sum game, where the most important goal is identified and supported. I speculate how a physics course for teachers might be organized to simultaneously support multiple instructional goals.
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Footnotes:
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None
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