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Full-Text Articles in Education
Fostering Preservice Teachers' "Nature Of Science" Understandings In A Physics Course, Ehsan Kattoula, Geeta Verma, Lisa Martin-Hansen
Fostering Preservice Teachers' "Nature Of Science" Understandings In A Physics Course, Ehsan Kattoula, Geeta Verma, Lisa Martin-Hansen
Geeta Verma
In this paper, the authors examine an algebra-based physics course designed for preservice teachers and explore how the course integrated two pedagogical strategies to bridge the gap between inquiry-learning experiences and the teachers' nature of science (NOS) understandings. The results of this research show that the explicit, reflective process allowed participants to examine their NOS understandings, which thereby fostered changes in their understanding.
Textbook Treatments And Students’ Understanding Of Acceleration, G Dall’Alba, E Walsh, J Bowden, E Martin, Geoff Masters, P Ramsden, Andrew Stephanou
Textbook Treatments And Students’ Understanding Of Acceleration, G Dall’Alba, E Walsh, J Bowden, E Martin, Geoff Masters, P Ramsden, Andrew Stephanou
Prof Geoff Masters AO
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of …