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written by Danielle Harlow
This paper presents an investigation of how a professional development course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary teachers. The findings of this study show that each teacher transferred different content and pedagogical aspects of the course into their science teaching. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.
Physics Education Research Conference 2007
Part of the PER Conference series
Greensboro, NC: August 1-2, 2007
Volume 951, Pages 108-111
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Professional Development
- Teacher Preparation
General Physics
- Physics Education Research
- Professional Development
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1063/1.2820907
Access Rights:
Limited free access and
Available by subscription and
Available for purchase
Restriction:
© 2007 2007 American Institute of Physics.
DOI:
10.1063/1.2820907
PACS:
01.40.Fk 01.40.J- 01.40.gb 01.40.Ha
Keywords:
PERC 2007, Physics and Everyday Thinking, learning by example, physics, professional development, research initiatives, teacher training, teaching
Record Cloner:
Metadata instance created June 8, 2009 by Jenny Rempel
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
November 12, 2007
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
D. Harlow, presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9072&DocID=1989).
AJP/PRST-PER
D. Harlow, How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level, presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9072&DocID=1989>.
APA Format
Harlow, D. (2007, August 1-2). How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level. Paper presented at Physics Education Research Conference 2007, Greensboro, NC. Retrieved October 24, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9072&DocID=1989
Chicago Format
Harlow, Danielle. "How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level." Paper presented at the Physics Education Research Conference 2007, Greensboro, NC, August 1-2, 2007. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9072&DocID=1989 (accessed 24 October 2014).
MLA Format
Harlow, Danielle. "How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level." Physics Education Research Conference 2007. Greensboro, NC: 2007. 108-111 Vol. 951 of PER Conference. 24 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9072&DocID=1989>.
BibTeX Export Format
@inproceedings{ Author = "Danielle Harlow", Title = {How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level}, BookTitle = {Physics Education Research Conference 2007}, Pages = {108-111}, Address = {Greensboro, NC}, Series = {PER Conference}, Volume = {951}, Month = {August 1-2}, Year = {2007} }
Refer Export Format

%A Danielle Harlow
%T How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level
%S PER Conference
%V 951
%D August 1-2 2007
%P 108-111
%C Greensboro, NC
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9072&DocID=1989
%O Physics Education Research Conference 2007
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Harlow, Danielle
%D August 1-2 2007
%T How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level
%B Physics Education Research Conference 2007
%C Greensboro, NC
%V 951
%P 108-111
%S PER Conference
%8 August 1-2
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9072&DocID=1989


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

How Elementary Teachers Use What We Teach: The Impact Of PER At The K-5 Level:


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