Design of an assessment to probe teachers’ content knowledge for teaching: An example from energy in high school physics

Etkina, Eugenia; Gitomer, Drew H.; Iaconangelo, Charles; Phelps, Geoffrey; Seeley, Lane; Vokos, Stamatis

doi:10.1103/physrevphyseducres.14.010127

Cited by 35 publications

(25 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This way of organizing physics teacher education, where trainee physics teachers learn either the same or a subset of the same physics content that other physics students do, can be thought of as a practical implementation of the content assumption. However, arguments have been put forward that there are clear differences in the level and nature of the content knowledge required by these different groups (Etkina et al, 2018). The content assumption risks becoming problematic for trainee physics teachers if there are important aspects of physics-specific knowledge connected to teaching, like Pedagogical Content Knowledge (Etkina, 2010;Loughran et al, 2012;Sperandeo-Mineo et al, 2006), that trainees are not offered access to.…”

Section: The Content Assumptionmentioning

confidence: 99%

Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments

Larsson

Airey

Lundqvist

2021

Journal of Science Teacher Education

View full text Add to dashboard Cite

This study explores the culture of physics departments in Sweden in relation to physics teacher education. The commitment of physics departments to teacher education is crucial for the quality of physics teacher education and the way in which physics lecturers talk about teacher education is significant, since it can affect trainees' physics learning and the choice to become a physics teacher. We analyzed interviews with eleven physicists at four Swedish universities, looking for assumptions in relation to teacher training that are expressed in their talk. We found five tacit assumptions about physics teacher training, that together paint a picture of trainee physics teachers moving in the "wrong" direction, against the tide of physics. These are the Physics Expert Assumption: the purpose of all undergraduate physics teaching is to create physics experts. The Content Assumption: the appropriate physics content for future school physics teachers is the same as that for future physicists. The Goal Assumption: the role of a school physics teacher is to create new physicists. The Student Assumption: students who become physics teachers do not have the ability to make it as successful physicists. The Teaching Assumption: If you know physics then it's not difficult to teach it. We suggest that these five assumptions, if perpetuated without reflection, risk working against high quality physics teacher education. For physics teacher educators, our results can be used as a lens to reflect on the local departmental culture and its effect on teacher education.

show abstract

Section: The Content Assumptionmentioning

confidence: 99%

Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments

Larsson

Airey

Lundqvist

2021

Journal of Science Teacher Education

View full text Add to dashboard Cite

show abstract

“…1. The significance of the study Etkina and colleagues have argued that physics teachers need preparation in how to teach specific physics topics, and that methods courses teaching generic "science" cannot provide this preparation [8,19,24]. This work provides further empirical support to this claim.…”

Section: B the Current Studymentioning

confidence: 73%

Content-specific pedagogical knowledge, practices, and beliefs underlying the design of physics lessons: A case study

Kapon

Merzel

2019

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

We present an analysis of the in situ support provided to preservice physics teachers (PPTs) enrolled in a Methods for Teaching Physics course (N ¼ 28) at a research university, while working on the design of 20 lessons in mechanics and waves they taught later in the course. The PPTs submitted 4 evolving plans for each lesson, and received guidance and support in two consecutive consultation meetings on each lesson plan (30 min each), as well as written feedback via the course website. Using grounded theory methods, the analysis examines the interactions between instructors and preservice teachers over the evolving lesson plans as captured in the videos of the consultation meetings and written correspondence. We analyze the PPT-initiated and instructor-initiated concerns, guidance, and support to infer and unpack tacit professional knowledge, practices, and beliefs. The emergent categorization articulates the knowledge, practices, and beliefs that inform and guide the design of physics lessons that offer in-depth treatment of concepts, procedures, practices, and epistemological aspects of physics in an engaging and meaningful way for students, and foster active learning. The extent to which these categories are grounded in the discipline is discussed.

show abstract

“…Seorang guru IPA harus menguasai dasar keilmuan fisika, biologi, dan kimia. Keberhasilan pembelajaran yang dilakukan oleh seorang guru tidak hanya didukung oleh kemampuan pedagogik guru (Yerushalmi & Eylon, 2013), tetapi juga pengetahuan guru mengenai disiplin ilmu yang diajarkan (Etkina et al, 2018). Posisi guru IPA di beberapa sekolah masih diisi oleh guru-guru dengan latar belakang pendidikan fisika.…”

Section: Pendahuluanunclassified

The ability of Junior High School Science Teacher in Solving The Problems of Torque

Sarkity

Sundari

2020

jgs

View full text Add to dashboard Cite

Understanding the concept is an important aspect of solving various physics problems. Understanding the concept will help in understanding the problems, determining problem-solving strategies, and using mathematics appropriately as a problem-solving tool. Lack of conceptual understanding results in the tendency to solve problems by relying solely on formulas without knowing the proper use of formulas according to the underlying concepts of the problem. Various problems related to rotational motion can be explained through the concept of torque. To solve the problem of torque, understanding the concept of torque and mastering the concept of vectors are needed to find solutions to the problems Many of the science teachers have a background in physics education. Science teachers who are a bachelor of physics education should master various physics concepts even though the material is not taught at the junior high school level. Therefore, the authors conducted research to determine the ability of science teachers with an education background in physics education in solving the problems of torque. The study involved 10 science teachers who teach in 10 different schools. This research was a descriptive study with data collection techniques in the form of a questionnaire using an essay question to test the science teacher's ability in solving the problems of torque. The results showed that most of the participants could not solve the problem of torque due to a lack of understanding of the concept in determining the torque generated by forces with various positions.

show abstract

Design of an assessment to probe teachers’ content knowledge for teaching: An example from energy in high school physics

Cited by 35 publications

References 36 publications

Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments

Swimming against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments

Content-specific pedagogical knowledge, practices, and beliefs underlying the design of physics lessons: A case study

The ability of Junior High School Science Teacher in Solving The Problems of Torque

Contact Info

Product

Resources

About