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written by Nick Cabot
The Modeling physics curriculum is readily accommodated by most teachers in favor of traditional didactic pedagogies. This is so, at least in part, because Modeling focuses on a small set of connected models embedded in a self-consistent theoretical framework and thus is closely congruent with human cognition in this context which is to generate mental models of physical phenomena as both predictive and explanatory devices. Whether a teacher fully implements the Modeling pedagogy depends on the depth of the teacher's commitment to inquiry- based instruction, specifically Modeling instruction, as a means of promoting student understanding of Newtonian mechanics. Moreover, this commitment trumps all other characteristics: teacher educational background, content coverage issues, student achievement data, district or state learning standards, and district or state student assessments. Indeed, distinctive differences exist in how Modeling teachers deliver their curricula and some teachers are measurably more effective than others in their delivery, but they all share an unshakable belief in the efficacy of inquiry-based, constructivist-oriented instruction. The Modeling Workshops' pedagogy, duration, and social interactions impacts teachers' self-identification as members of a professional community.
University: University of Washington
Academic Department:  College of Education
Pages 135
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
Education - Basic Research
- Teacher Characteristics
= Content Knowledge
General Physics
- Physics Education Research
- Professional Development
- High School
- Graduate/Professional
- Reference Material
= Thesis/Dissertation
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2008 Nick Cabot
Type:
Dissertation
Keywords:
constructivist instruction, didactic pedagogy, inquiry-based instruction, mental models, modeling curriculum
Record Creator:
Metadata instance created March 4, 2010 by Nick Cabot
Record Updated:
March 13, 2010 by Lyle Barbato
Last Update
when Cataloged:
August 8, 2008
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
N. Cabot, Dissertation, University of Washington, 2008, WWW Document, (http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf).
AJP/PRST-PER
N. Cabot, Transforming Teacher Knowledge: Modeling Instruction in Physics, Dissertation, University of Washington, 2008, <http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf>.
APA Format
Cabot, N. (2008, August 8). Transforming Teacher Knowledge: Modeling Instruction in Physics (Dissertation, University of Washington, 2008). Retrieved December 18, 2014, from http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf
Chicago Format
Cabot, Nick. "Transforming Teacher Knowledge: Modeling Instruction in Physics." Dissertation, University of Washington, 2008. http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf (accessed 18 December 2014).
MLA Format
Cabot, Nick. "Transforming Teacher Knowledge: Modeling Instruction in Physics." Dissertation. 8 Aug. 2008. University of Washington, 2008. 18 Dec. 2014 <http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf>.
BibTeX Export Format
@phdthesis{ Author = "Nick Cabot", Title = {Transforming Teacher Knowledge: Modeling Instruction in Physics}, School = {University of Washington}, Type = {Dissertation}, Month = {August}, Year = {2008} }
Refer Export Format

%A Nick Cabot
%T Transforming Teacher Knowledge: Modeling Instruction in Physics
%R Dissertation
%D August 8, 2008
%P 135
%I University of Washington
%U http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf
%O College of Education
%O application/pdf
%O Dissertation

EndNote Export Format

%0 Thesis
%A Cabot, Nick
%D August 8, 2008
%T Transforming Teacher Knowledge: Modeling Instruction in Physics
%B College of Education
%I University of Washington
%P 135
%8 August 8, 2008
%9 Dissertation
%U http://modeling.asu.edu/thesis/TransformingTchrKnowledge08.pdf


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