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ERIC Number: EJ1084581
Record Type: Journal
Publication Date: 2016-Jan
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-8326
EISSN: N/A
Department-Level Representations: A New Approach to the Study of Science Teacher Cognition
Hutner, Todd L.; Markman, Arthur B.
Science Education, v100 n1 p30-56 Jan 2016
Research on science teacher cognition is important as findings from this research can be used to improve teacher training, leading to improved classroom practice. Previous research has often relied on two underlying assumptions: Cognition is an individual process, and these processes are detailed and introspective. In this paper, we put forth a complimentary model of cognition, drawing from theoretical assumptions suggesting (1) there exist social influences on the cognition of individuals and (2) cognitive processes are often less introspective than previously assumed. We then detail a method of data collection that we used to gather evidence in support of our complimentary model of teacher cognition. Results are consistent with the theoretical predictions of this model, suggesting the cognition of science teachers may be shaped by social and implicit influences. We then provide implications of our data collection method and theoretical framework. Finally, we provide directions for future research.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A