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ERIC Number: ED364425
Record Type: RIE
Publication Date: 1993
Pages: 32
Abstractor: N/A
"Emotional Distress" in Teaching Force and Energy: A Physics Teacher's Story.
Hewson, Peter W.; Olsen, Timothy P.
Knowledge-in-action is a teacher's form of inherently knowing one's actions in the context of daily teaching activities. This article focuses on one physics teacher in a study and describes and analyzes his knowledge-in-action. Observations and interviews were used as data. Among the findings are the teacher's practice can be delineated into two modes, a classroom mode and a laboratory mode. Students in the classroom mode are expected to mentally reason as they are guided by the teacher. In the laboratory mode, the teacher did not hand out detailed instructions for performing labs as he expects students to develop procedures for themselves. The teacher treats Newton's laws of motion as unquestionable givens. (PR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).