The Pedagogy of Physical Science

Heywood, David; Parker, Joan

doi:10.1007/978-1-4020-5271-2

Cited by 26 publications

(25 citation statements)

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“…The awareness of problematics in science education, especially physics, for example, encourages changes in learning pedagogy [6]. The learner's lack of 'pedagogy' now drives a radical change, a process parallel to the 'paradigm shift' in science.…”

Section: Proposed Methodsmentioning

confidence: 99%

Connection Pedagogy: A Pedagogical Shift for Millennial Learners in the Digital Era

Andalas¹

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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The irruption of the millennial learners shakes the academic institutions that believe in the old pedagogy whose infrastructure is sociologically conditioned by the predigital era. Despite the inquietude of academic institutions, the introduction of new pedagogies as creative responses to the irruption of millennial learners requires a transitional period that is often longer than what we, educators, previously estimated. Starting from the autobiographies of the millennial learners and educators that meet in this era, as well as the rich literature on the subject, this research paper attempts to fill at least temporarily this pedagogical vacuum. This paper proposes connection pedagogy to respond to the irruption of millennial learners in the digital era. Keywords-millenniallearner, pedagogical transition, institutional quake, a sense of disquietude, connection pedagogy.

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Section: Proposed Methodsmentioning

confidence: 99%

Connection Pedagogy: A Pedagogical Shift for Millennial Learners in the Digital Era

Andalas¹

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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“…This approach resonates with sociocultural views of learning where the discourse of science is generated in dialogue between teacher and students and within and across student peer groups (Leach & Scott, ; Mercer, Dawes, Wegerif, & Sams, ). Our previous work on developing science SMK with student‐teachers found that “problematizing” scientific ideas by exploring the difficulties they present for learners enables self‐reflection and promotes discussion of learning, understandings, uncertainties, questions, and interpretations (Heywood & Parker, ). The range of interpretations generated within peer group and tutor discussion provides a positive resource in enhancing criticality and engagement.…”

Section: Methodology and Methodsmentioning

confidence: 99%

“…A large research literature attests to the challenge for learners presented by the subject of “forces” (e.g., Brown & Clement, ; Driver, Squires, Rushworth, & Wood‐Robinson, ; Duit, ; Kruger, Summers, & Palacio, ; Tao & Gunstone, ). In contrast to viewing student‐teachers’ understanding of forces as a deficit of SMK, our previous research demonstrates that by engaging them in understanding how and why forces are problematic in their own learning, they begin to generate both general and science‐related pedagogical knowledge (Heywood & Parker, ). This process of metacognition generally involves two components: the first concerns conscious thinking about cognition and the second control or regulation of thinking that emerges as a direct consequence of raising the awareness of the nature of learning.…”

Section: Introductionmentioning

confidence: 90%

“…Within such an approach, subject matter knowledge (SMK) is viewed implicitly as separate from, but essential to, effective pedagogy. Effective science teaching, however, requires a synthesis of both subject and pedagogy, and how student primary teachers develop their pedagogical knowledge relating to science is a relatively underresearched area of science education (Heywood & Parker, ). This study accords with calls for research into how (and where) such pedagogic expertise is acquired (Van Driel, Beijaard, & Verloop, ; Zembal‐Saul, Blumenfield, & Krajcik, ) and focuses on the institution‐based science component of teacher preparation in this process.…”

Section: Introductionmentioning

confidence: 99%

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Exploring How Engaging With Reflection on Learning Generates Pedagogical Insight in Science Teacher Education

Parker

Heywood

2013

Science Education

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Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This paper explores the generation of science-related pedagogy as preservice primary teachers learn about the traditionally challenging subject of forces as part of their institution-based science education course. Findings illustrate how critical interpretation of the school curriculum is informed as a consequence of preservice teachers developing metacognitive awareness of their own learning of science. A subject matter learning audit provides a framework to enable the teachers to analyze their learning and apply their perspectives to the primary curriculum through focusing attention on the abstract and counterintuitive nature of forces. Pedagogic insight emerges as the student-teachers craft successive reflective accounts of their own understanding of forces and interpret the curriculum relating to forces. In doing so, they begin to translate their learning as pedagogical apparatus for their future work with pupils. The paper concludes with discussion of some implications for the role of institution-based learning in the development of pedagogical subject knowledge in science.

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“…Parker & Heywood, 1998;Heywood & Parker, 2010). Students were asked to explore in discussion, by drawing, and then by acting out, how they imagined night and day, or the seasons, being explained by planetary movements.…”

Section: Planetary Movementsmentioning

confidence: 99%

Geometry, subjectivity and the seduction of language: the regulation of spatial perception

Brown

Heywood

2010

Educ Stud Math

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Following Husserl's speculations on how geometry originated, we suggest that spatial perception is seduced by language as a result of human attempts to capture, signify and share its concepts. And this language traps geometry and humans themselves in to the forms that have guided and regulated past practices, thereby obscuring possibilities for cultural growth and adjustments to new conditions. Some body movement exercises reveal student teachers' spatial orientations. The paper proposes that the very evolution of geometry, and the ontological status of its objects, relate to their representation in cultural forms referenced to human self-image. It is further argued that learning crucially relates to evolving mathematical or pedagogical understandings of spatial phenomena.

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The Pedagogy of Physical Science

Cited by 26 publications

References 0 publications

Connection Pedagogy: A Pedagogical Shift for Millennial Learners in the Digital Era

Connection Pedagogy: A Pedagogical Shift for Millennial Learners in the Digital Era

Exploring How Engaging With Reflection on Learning Generates Pedagogical Insight in Science Teacher Education

Geometry, subjectivity and the seduction of language: the regulation of spatial perception

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