Faculty Conceptions of the Teaching and Learning of Problem Solving: An Examination of Six Research University Physics Faculty - Couverture souple

Henderson, Charles

 
9783838313900: Faculty Conceptions of the Teaching and Learning of Problem Solving: An Examination of Six Research University Physics Faculty
Couverture souple
ISBN 10 : 3838313909 ISBN 13 : 9783838313900
Editeur : LAP Lambert Academic Publishing, 2009

Synopsis

Researchers and curriculum developers have developed a wide variety of curricular materials and instructional strategies that have been shown to be effective in improving student problem solving performance. Relatively few physics faculty, however, have chosen to use them. One likely reason is that these curricular materials and instructional strategies do not align with the ways that faculty think about the teaching and learning of problem solving. This study is the first stage of a research program to understand faculty conceptions of the teaching and learning of problem solving. Interviews with six physics faculty from a large research university were used to generate an initial explanatory model of faculty conceptions. The interview was designed around three types of concrete instructional artifacts (3 instructor solutions, 5 student solutions, 4 types of problems). Based on an in-depth analysis of the interview transcripts, a model of faculty conceptions was developed that consists of 14 general features. The basic relationships between these 14 general features are described in a concept map that is common to all six faculty.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

Researchers and curriculum developers have developed a wide variety of curricular materials and instructional strategies that have been shown to be effective in improving student problem solving performance. Relatively few physics faculty, however, have chosen to use them. One likely reason is that these curricular materials and instructional strategies do not align with the ways that faculty think about the teaching and learning of problem solving. This study is the first stage of a research program to understand faculty conceptions of the teaching and learning of problem solving. Interviews with six physics faculty from a large research university were used to generate an initial explanatory model of faculty conceptions. The interview was designed around three types of concrete instructional artifacts (3 instructor solutions, 5 student solutions, 4 types of problems). Based on an in-depth analysis of the interview transcripts, a model of faculty conceptions was developed that consists of 14 general features. The basic relationships between these 14 general features are described in a concept map that is common to all six faculty.

Biographie de l'auteur

Charles Henderson is an Associate Professor at Western Michigan University, jointly appointed to the Physics Department and the Mallinson Institute for Science Education. His work emphasizes theories and strategies for promoting reform in college science teaching. He is the Physics Education Research editor for the American Journal of Physics.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP Lambert Academic Publishing
Date d'édition
2009
Langue
anglais
ISBN 10 
3838313909
ISBN 13 
9783838313900
Reliure
Broché
Nombre de pages
220
Coordonnées du fabricant
non disponible
Personne responsable
KreGa Onlinehandel GmbH
4950000000000
info@krega-onlinehandel.de

Birkenweg 31
Brakel
33034
Allemagne