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[ subject:"Education, Sciences." ]
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Teaching strategies and conceptual c...
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Washington University in St. Louis.
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Teaching strategies and conceptual change in a professional development program for science teachers of K--8.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Teaching strategies and conceptual change in a professional development program for science teachers of K--8./
作者:
Shen, Ji.
面頁冊數:
379 p.
附註:
Adviser: Patrick Gibbons.
Contained By:
Dissertation Abstracts International67-07A.
標題:
Education, Sciences. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3223463
ISBN:
9780542767876
Teaching strategies and conceptual change in a professional development program for science teachers of K--8.
Shen, Ji.
Teaching strategies and conceptual change in a professional development program for science teachers of K--8.
- 379 p.
Adviser: Patrick Gibbons.
Thesis (Ph.D.)--Washington University in St. Louis, 2006.
This case study investigates two consecutive science courses for teachers of K-8 in a professional development program at Washington University. It aims (1) to trace the processes of the teachers' conceptual change; (2) to analyze the teaching strategies by course instructors; and (3) to try to establish possible links between the two. To achieve this goal, I build a modeling theory to account for the observations.
ISBN: 9780542767876Subjects--Topical Terms:
1017897
Education, Sciences.
Teaching strategies and conceptual change in a professional development program for science teachers of K--8.
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This case study investigates two consecutive science courses for teachers of K-8 in a professional development program at Washington University. It aims (1) to trace the processes of the teachers' conceptual change; (2) to analyze the teaching strategies by course instructors; and (3) to try to establish possible links between the two. To achieve this goal, I build a modeling theory to account for the observations.
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The main body of the study consists of four sub-cases. The first two cases instantiate the elements of the modeling theory. The opening case of balance shows that learning tools and task structures shape the learning outcome, and discusses cycles of modeling. The case also delineates the strategy that the instructors employed---moving from concrete experience to abstract explanation. The second case of buoyancy demonstrates that the modeling theory is able to explain the origins and forming mechanism of the alternative conceptions held by the teachers. It also shows that the teaching strategies of using alternative conceptions, applying analogies and following a logical sequence helped the teachers build new models.
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The last two cases demonstrate the ways of improving the competence of modelers. The third case of physical models emphasizes the metacognition of the learner who builds models. It illustrates that teachers' level of self-awareness in learning is increased when the models are physical. It shows that the creativity of modeling is rooted in agency, curiosity, communicability, and confidence, and that a chain of transformation among models is the key of systematizing and forming knowledge. The last case of frames of reference tries to answer the question "what is the justification of models if there are alternatives?" The teachers employed different forms of justification which relied heavily on common sense, authority, relativism, and pragmatism, all of which are not rational. While discussing both the positive and negative traits of these strategies, I propose a better way of justifying knowledge is to connect to experience by logical reasoning.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3223463
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