NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ853210
Record Type: Journal
Publication Date: 2009-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1609-4913
An Instructional Challenge through Problem Solving for Physics Teacher Candidates
Nashon, Samson Madera; Anderson, David; Nielsen, Wendy S.
Asia-Pacific Forum on Science Learning and Teaching, v10 n1 Article 1 Jun 2009
The teaching of science, especially at pre-college and teacher education levels has undergone tremendous transformation over the years: from teacher-centred transmission to student-centred approaches rooted in constructivism. Whereas constructivism has been charged with all manner of shortfalls, it still can be of benefit to the way physics instructions are organized and implemented. In this paper, the importance of learners' prior knowledge in understanding physics concepts is discussed. This study comprised a case of two cohorts of physics teacher candidates who had strong content knowledge of physics, but lacked pedagogical knowledge as demonstrated by their struggles to implement appropriate grade-level strategies in physics problem solving tasks (which are amenable to a variety of mathematical tool-choices). The case cohorts we used as exemplars to underscore the importance of learners' prior mathematical knowledge. Further, we focus on implications for pre-service teacher preparation, and the effects mathematical tool-choice can bear on students' conceptions. (Contains 1 figure and 2 tables.)
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada