Exploring the role of content knowledge in responsive teaching

Goodhew, Lisa M.; Robertson, Amy D.

doi:10.1103/physrevphyseducres.13.010106

Cited by 14 publications

(10 citation statements)

References 69 publications

(123 reference statements)

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“…The findings from this case study affirm suggestions from the literature that a commitment to noticing, understanding, and building from students' ideas [12,17] which has not been emphasized as much for other researchbased strategies -is important for resources-oriented teaching. Our findings also affirm suggestions that relevant content knowledge is important for both resources-oriented teaching and other research-based instructional strategies [5,12,18,21]. Our analysis specifically suggests that instructors should be prepared with a breadth of content knowledge such that they can adapt this knowledge as they respond to student thinking in the moment.…”

Section: Discussionsupporting

confidence: 80%

“…Literature on teacher professional development suggests that certain kinds of preparation support teachers in effectively implementing instructional approaches consistent with resources theory. These suggestions include: practice in noticing and responding to the substance of students' ideas [15,16], a commitment to listening to and understanding student thinking [12,17], or content knowledge that helps to see the connections between student thinking and disciplinary concepts [10,18]. However, the bulk of these suggestions have been primarily developed through the study of instructors in K-12 classrooms, who bring different expertise and training (e.g., teacher certification) and respond to different sets of student expectations and content goals than typical instructors in a large university physics course.…”

Section: Overview Of Literaturementioning

confidence: 99%

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A case of resources-oriented instruction in calculus-based introductory physics

Goodhew¹,

Robertson²,

Heron³

2020

2020 Physics Education Research Conference Proceedings

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Many research-based instructional materials in physics have been informed by investigations of common student difficulties-thinking that is inconsistent with canonical understandings. Our research team is beginning to develop instructional materials that elicit and build on common conceptual resources-ideas that may be continuous with formal physics. These materials are open-ended and emphasize on building from students' thinking, in contrast with other research-based materials that aim to address specific difficulties or scaffold toward well-specified conceptual understandings. We expect that resources-oriented materials like ours place different demands on instructors, and that the instructional practices that are effective in this context may differ from other research-based approaches. In this paper, we use classroom video from preliminary resource-oriented instructional materials on pulse propagation to analyze a case of resources-oriented instruction in introductory physics, to explore what knowledge, skills, and/or dispositions may support instructors in implementing this kind of instruction.

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Section: Discussionsupporting

confidence: 80%

Section: Overview Of Literaturementioning

confidence: 99%

A case of resources-oriented instruction in calculus-based introductory physics

Goodhew¹,

Robertson²,

Heron³

2020

2020 Physics Education Research Conference Proceedings

Self Cite

View full text Add to dashboard Cite

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“…Teachers might do well to explicate the connections between student-generated embodied imagery and the relevant aspects of a phenomenon from the physics discipline's perspective. This sentiment is consonant with responsive teaching approaches [11,85,112,113] as well as the valuing of students' selfgenerated resources as compared to those resources presented by a teacher (mentioned in Sec. VA 2).…”

Section: Implications For Teachingmentioning

confidence: 68%

Embodiment in physics learning: A social-semiotic look

Euler

Rådahl²,

Gregorcic

2019

Phys. Rev. Phys. Educ. Res.

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In this paper, we present a case study of a pair of students as they use nondisciplinary communicative practices to mechanistically reason about binary star dynamics. To do so, we first review and bring together the theoretical perspectives of social semiotics and embodied cognition, therein developing a new methodological approach for analyzing student interactions during the learning of physics (particularly for those interactions involving students' bodies). Through the use of our new approach, we are able to show how students combine a diverse range of meaning-making resources into complex, enacted analogies, thus forming explanatory models that are grounded in embodied intuition. We reflect on how meaning-making resources-even when not physically persistent-can act as coordinating hubs for other resources as well as how we might further nuance the academic conversation around the role of the body in physics learning.

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“…This is an important finding in that it indicates that PD may mediate the relationship between confidence and understandings on implementation, and explain discrepancies in the results of previous investigations. Some scholars argue there is a clear connection between understandings and practice (e.g., Brand & Moore, ; Goodhew & Robertson, ; Lakshmanan et al, ), while others have found this relationship to be complex and that understandings do not directly transfer into classroom practice (Beyer & Davis, ; Lederman, ). Further, a number of studies indicate elementary teachers’ confidence influences their reform‐based inquiry and NOS instructional practices (e.g., Lakshmanan et al, ; Ramey‐Gassert et al, ; Sandholtz & Ringstaff, ).…”

Section: Discussionmentioning

confidence: 99%

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

et al. 2020

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Through a randomized controlled trial, this mixed-methods study evaluated changes in elementary science teachers' understandings, confidence, and classroom implementation of problem-based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction.Modeling, microteaching with feedback and reflection, and inclassroom coaching facilitated teachers' confidence, understanding, and intention to implement the reform-based practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed. K E Y W O R D Selementary, RCT, reform-based instruction † Deceased.

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Exploring the role of content knowledge in responsive teaching

Cited by 14 publications

References 69 publications

A case of resources-oriented instruction in calculus-based introductory physics

A case of resources-oriented instruction in calculus-based introductory physics

Embodiment in physics learning: A social-semiotic look

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

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