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Faculty Conceptions of the Teaching and Learning of Problem Solving: An Examination of Six Research University Physics Faculty - Brossura
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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.
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L'autore
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.
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Faculty Conceptions of the Teaching and Learning of Problem Solving
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LAP LAMBERT Academic Publishing Sep 2009, 2009
ISBN 10: 3838313909
ISBN 13: 9783838313900
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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 220 pp. Englisch. Codice articolo 9783838313900
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Faculty Conceptions of the Teaching and Learning of Problem Solving
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LAP Lambert Academic Publishing, 2009
ISBN 10: 3838313909
ISBN 13: 9783838313900
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Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. 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 cho. Codice articolo 5412082
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Faculty Conceptions of the Teaching and Learning of Problem Solving : An Examination of Six Research University Physics Faculty
Editore:
LAP LAMBERT Academic Publishing, 2009
ISBN 10: 3838313909
ISBN 13: 9783838313900
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Da: AHA-BUCH GmbH, Einbeck, Germania
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Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - 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. Codice articolo 9783838313900
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Faculty Conceptions of the Teaching and Learning of Problem Solving | An Examination of Six Research University Physics Faculty
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LAP LAMBERT Academic Publishing, 2009
ISBN 10: 3838313909
ISBN 13: 9783838313900
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Taschenbuch. Condizione: Neu. Faculty Conceptions of the Teaching and Learning of Problem Solving | An Examination of Six Research University Physics Faculty | Charles Henderson | Taschenbuch | 220 S. | Englisch | 2009 | LAP LAMBERT Academic Publishing | EAN 9783838313900 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Codice articolo 101462509
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Faculty Conceptions of the Teaching and Learning of Problem Solving
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LAP LAMBERT Academic Publishing Sep 2009, 2009
ISBN 10: 3838313909
ISBN 13: 9783838313900
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Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -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.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 220 pp. Englisch. Codice articolo 9783838313900
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Faculty Conceptions of the Teaching and Learning of Problem Solving: An Examination of Six Research University Physics Faculty
Editore:
LAP Lambert Academic Publishing, 2009
ISBN 10: 3838313909
ISBN 13: 9783838313900
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