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[ subject:"Education, Sciences." ]
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Studies of contrast: Relationships b...
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Rios, Jose Manuel.
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Studies of contrast: Relationships between subject matter structures and teaching.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Studies of contrast: Relationships between subject matter structures and teaching./
作者:
Rios, Jose Manuel.
面頁冊數:
359 p.
附註:
Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2626.
Contained By:
Dissertation Abstracts International56-07A.
標題:
Education, Curriculum and Instruction. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9528638
Studies of contrast: Relationships between subject matter structures and teaching.
Rios, Jose Manuel.
Studies of contrast: Relationships between subject matter structures and teaching.
- 359 p.
Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2626.
Thesis (Ph.D.)--The University of Wisconsin - Madison, 1995.
This dissertation presents case studies of two teachers participating in the Summer Science Institute at the University of Wisconsin-Madison. There were four research questions for this project. What concepts do two instructors identify as central within their respective areas of expertise-animal behavior or exercise physiology? What relationships do the instructors construct among these concepts? How do interactions with students affect the instructor's subject matter structure (SMS)? How does subject matter structure affect interactions with students? The methods of data collection consisted of individual interviews, classroom observations, personal journals, and concept mapping exercises. Students also wrote about classroom activities and interactions. Transcripts of audiotapes, content analyses of these transcripts, and comparisons of concept maps made up the major part of the analysis. Both participants were involved in the examination of transcripts, the creation of codebooks, and the analysis of the data. There were six major findings in this study. First, past experiences (academic, personal, social, and informal) had profound effects on the content and structure of the concept maps. Second, core concepts for teaching and core concepts for research differed in terms of complexity and detail. Third, students' interpretations of relationships among core concepts affected the participants' concept maps. Fourth, classroom activities were consistent with the participant's philosophy regarding the concept map. If the concept map was rigid, then the activities confirmed the core concepts. If the map was fluid, then the activities were more exploratory. Fifth, the participants employed several voices throughout their planning, teaching, and reflections. Sixth, both participants moved toward a more fluid model of core concepts over the course of ten weeks. The overriding concern is the interaction between subject matter and pedagogy. This interaction is referred to as pedagogical content knowledge, that is, knowledge of teaching a particular subject. These questions may provide a better understanding of pedagogical content knowledge within a very specific context--an inquiry-based science classroom.Subjects--Topical Terms:
576301
Education, Curriculum and Instruction.
Studies of contrast: Relationships between subject matter structures and teaching.
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This dissertation presents case studies of two teachers participating in the Summer Science Institute at the University of Wisconsin-Madison. There were four research questions for this project. What concepts do two instructors identify as central within their respective areas of expertise-animal behavior or exercise physiology? What relationships do the instructors construct among these concepts? How do interactions with students affect the instructor's subject matter structure (SMS)? How does subject matter structure affect interactions with students? The methods of data collection consisted of individual interviews, classroom observations, personal journals, and concept mapping exercises. Students also wrote about classroom activities and interactions. Transcripts of audiotapes, content analyses of these transcripts, and comparisons of concept maps made up the major part of the analysis. Both participants were involved in the examination of transcripts, the creation of codebooks, and the analysis of the data. There were six major findings in this study. First, past experiences (academic, personal, social, and informal) had profound effects on the content and structure of the concept maps. Second, core concepts for teaching and core concepts for research differed in terms of complexity and detail. Third, students' interpretations of relationships among core concepts affected the participants' concept maps. Fourth, classroom activities were consistent with the participant's philosophy regarding the concept map. If the concept map was rigid, then the activities confirmed the core concepts. If the map was fluid, then the activities were more exploratory. Fifth, the participants employed several voices throughout their planning, teaching, and reflections. Sixth, both participants moved toward a more fluid model of core concepts over the course of ten weeks. The overriding concern is the interaction between subject matter and pedagogy. This interaction is referred to as pedagogical content knowledge, that is, knowledge of teaching a particular subject. These questions may provide a better understanding of pedagogical content knowledge within a very specific context--an inquiry-based science classroom.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9528638
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