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Showing items related by title, author, creator and subject.
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Can pupils learn through their own movement? A study of the use of a motion sensor interface<vcard>BEGIN:vCard\nVERSION:3.0\nFN:Joan Solomon\nTITLE:Faculty of Science\nORG:Centre for Science and Education\nADR;TYPE=WORK,POSTAL,PARCEL:;;Open University;Pentz Building, Walton Hall;Milton Keynes, MK7 6AA;UK;;US\nTEL;TYPE=Office:+44 (0)1908-6546\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,Work:J.H.Solomon@open.ac.uk \nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:C. Zimmerman\nTITLE:\nORG:Centre for Science and Education\nADR;TYPE=WORK,POSTAL,PARCEL:;;Open University;Pentz Building, Walton Hall;Milton Keynes, MK7 6AA;UK;;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:R. Bevan\nORG:Centre for Science and Education\nADR;TYPE=WORK,POSTAL,PARCEL:;;Open University;Pentz Building, Walton Hall;Milton Keynes, MK7 6AA;;;US\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:A. Frost\nTITLE:\nORG:Centre for Science and Education\nADR;TYPE=WORK,POSTAL,PARCEL:;;Open University;Pentz Building, Walton Hall;Milton Keynes, MK7 6AA;UK;;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:H. Reynolds\nTITLE:\nORG:Centre for Science and Education\nADR;TYPE=WORK,POSTAL,PARCEL:;;Open Universit;Pentz Building, Walton Hall;Milton Keynes, MK7 6AA;UK;;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:M. Summers\nTITLE:\nORG:Centre for Science and Educatio\nADR;TYPE=WORK,POSTAL,PARCEL:;;Open University;Pentz Building, Walton Hall;Milton Keynes, MK7 6AA;UK;;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>Reports on the use of an interactive interface in school-based research to explore the learning of kinematics through body movement. Responses from, as well as the successes of, middle and secondary school students are indicated as significant for learning behaviors both in a school setting and at interactive science exhibits. (22 references)
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Instructors' Ideas about Problem Solving - Grading<vcard>BEGIN:vCard\nVERSION:3.0\nFN:H. Vincent Kuo\nTITLE:\nORG:Colorado School of Mines\nADR;TYPE=WORK,POSTAL,PARCEL:;;1523 Illinois;;Golden;CO;80401;US\nTEL;TYPE=Department:+612-624-7375\nTEL;TYPE=:+\nTEL;TYPE=FAX:+612-624-4578\nEMAIL;TYPE=INTERNET,Work:hkuo@mines.edu\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Kenneth Heller\nTITLE:\nORG:University of Minnesota\nADR;TYPE=WORK,POSTAL,PARCEL:;;School of Physics & Astronomy;116 Church Street S.E.;Minneapolis;MN;55455;US\nTEL;TYPE=Office:+612-624-7314\nTEL;TYPE=:+\nTEL;TYPE=FAX:+612-624-4578\nEMAIL;TYPE=INTERNET,:heller@physics.umn.edu\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Patricia Heller\nTITLE:\nORG:University of Minnesota\nADR;TYPE=WORK,POSTAL,PARCEL:;;Department of Curriculum and Instruction;;Minneapolis;MN;55455;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:helle002@umn.edu\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Edit Yerushalmi\nTITLE:\nORG:The Weizmann Institute of Science\nADR;TYPE=WORK,POSTAL,PARCEL:;;234 Herzl St;;Rehovot;;7610001;IL\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,Departmental:ntedit@wisemail.weizmann.ac.il\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Charles R. Henderson\nTITLE:\nORG:Western Michigan University\nADR;TYPE=WORK,POSTAL,PARCEL:;;1903 West Michigan Avenue;;Kalamazoo;MI;49008-5252;US\nTEL;TYPE=Office:+269-387-4951\nTEL;TYPE=Department:+269-387-4939\nTEL;TYPE=FAX:+269-387-4939\nEMAIL;TYPE=INTERNET,Work:Charles.Henderson@wmich.edu\nEMAIL;TYPE=INTERNET,Personal:hend0007@tc.umn.edu\nEND:vCard</vcard>The Physics Education Research Group at the University of Minnesota has developed an interview tool to investigate physics faculty views about the learning and teaching of problem solving. In the part of the interview dealing with grading, faculty members were asked to evaluate a set of five student solutions and explain their reasons for the grades that they assigned. Preliminary analysis on two of the five student solutions was done on six physics faculty members from a large research university. The results indicate that faculty members hold conflicting beliefs when grading between valuing reasoning in student solutions and wanting to give students the benefit of the doubt. This paper illustrates the hypothesis that physics faculty hold conflicting values when grading, and describes how the research university faculty resolved their conflicts.
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Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons<vcard>BEGIN:vCard\nVERSION:3.0\nFN:Randy Yerrick\nTITLE:\nORG:\nADR;TYPE=WORK,POSTAL,PARCEL:;;North Education Building #90;San Diego State University;San Diego;CA;92182;US\nTEL;TYPE=Office:+619-594-4753\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,Personal:ryerrick@mail.sdsu.edu\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Elizabeth Doster\nTITLE:\nORG:\nADR;TYPE=WORK,POSTAL,PARCEL:;;East Carolina University;Flanagan Hall;Greenville;NC;22858;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,Work:dostere@mail.ecu.edu \nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Jeffrey Nugent\nTITLE:\nORG:\nADR;TYPE=WORK,POSTAL,PARCEL:;;East Carolina University;Flanagan Hall;Greenville;NC;22858;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Helen Parke\nTITLE:\nORG:\nADR;TYPE=WORK,POSTAL,PARCEL:;;East Carolina University;Flanagan Hall;Greenville;NC;22858;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Frank Crawley\nTITLE:\nORG:\nADR;TYPE=WORK,POSTAL,PARCEL:;;East Carolina University;Flanagan Hall;Greenville;NC;22858;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>Analogies have been argued to be central in the process of establishing conceptual growth, making overt connections and carryover into an intended cognitive domain, and providing a generative venue for developing conceptual understanding inherent in constructivist learning. However, students' specific uses of analogies for constructing arguments are not well understood. Specifically, the results of preservice teachers' knowledge gains are not widely studied. Although we would hope that engaging preservice science teachers in exemplary lessons would assist them in using and generating analogies more expertly, it is not clear whether or how such curricula would affect their learning or teaching. This study presents an existence proof of how preservice science teachers used analogies embedded in their course materials Physics by Inquiry. This fine-grained analysis of small group discourse revealed three distinct roles of analogies including the development of: (a) cognitive process skills, (b) scientific conceptual understanding, and (c) social contexts for problem solving. Results suggest that preservice teachers tend to overgeneralize the analogies inserted by curriculum materials, map irrelevant features of analogies into collaborative problem solving, and generate personal analogies, which counter scientific concept development. Although the authors agree with the importance of collaborative problem solving and the insertion of analogies for preservice teachers' conceptual development, we believe much more needs to be understood before teachers can be expected to construct and sustain effective learning environments that rely on using analogies expertly. Implications for teacher preparation are also discussed.