Using the Algebra Project Method to Regiment Discourse in an Energy Course for Teachers Documents
Hunter G. Close,
Lezlie S. DeWater,
Eleanor W. Close,
Rachel E. Scherr, and
Sarah B. McKagan
The Algebra Project, led by R. Moses, provides access to understanding of algebra for middle school students and their teachers by guiding them to participate actively and communally in the construction of regimented symbolic systems. We have extended this work by applying it to the professional development of science teachers (K-12) in energy. As we apply the Algebra Project method, the focus of instruction shifts from the learning of specific concepts within the broad theme of energy to the gradual regimentation of the interplay between learners' observation, thinking, graphic representation, and communication. This approach is suitable for teaching energy, which by its transcendence can seem to defy a linear instructional sequence. The learning of specific energy content thus becomes more learner- directed and unpredictable, though at no apparent cost to its extent. Meanwhile, teachers seem empowered by this method to see beginners as legitimate participants in the scientific process.
- Download PERC2010_Invited_Close.pdf - 142kb Adobe PDF Document
Published August 24, 2010
Last Modified October 2, 2010
This file is included in the full-text index.