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Full-Text Articles in Science and Mathematics Education
Supporting Representation-Rich Problem-Solving In High School Physics, Lyrica L. Lucas
Supporting Representation-Rich Problem-Solving In High School Physics, Lyrica L. Lucas
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The literature on physics education research (PER) promotes the use of multiple representations (such as pictures, diagrams, written explanations, and mathematical expressions) to enhance the problem-solving ability of students through instruction. The purpose of this study was to explore the use of a scaffolding strategy that involved the use of multiple representation tasks in problem-solving in a modeling physics class in high school. Another class with similar background was selected as a comparison group. In 12 in-depth problem-solving interviews of students drawn from the two classes, I investigated in detail how the students responded to the multiple representations tasks and …
A Professional Learning Community Activity For Science Teachers: How To Incorporate Discourse-Rich Instructional Strategies Into Science Lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Michael Lang
A Professional Learning Community Activity For Science Teachers: How To Incorporate Discourse-Rich Instructional Strategies Into Science Lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Michael Lang
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design activity provides a quick and practical means of transforming science lessons to be more engaging for students. Through this activity teachers can redesign any science lesson by focusing on each of the five core components of a scientific classroom discourse community: (a) scientific inquiry, (b) oral discourse, (c) written discourse, (d) academic language development, and (e) learning …