PERC 2010 Abstract Detail Page
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| Abstract Title: | Fostering Scientific Thinking by Prospective Teachers in a Course that Integrates Physics and Literacy Learning |
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| Abstract: | The National Research Council has suggested that students should develop four proficiencies in science: know, use, and interpret scientific explanations of the natural world; generate and evaluate scientific evidence and explanations; understand the nature and development of scientific knowledge, and participate productively in scientific practices and discourse. We emphasize these aspects of scientific thinking in our inquiry-based physics course for prospective elementary and middle school teachers. Because the elementary school curriculum focuses heavily on literacy, we also explicitly integrate physics and literacy learning in this course. By integrating physics and literacy learning we mean learning to speak clearly, listen closely, write coherently, read with comprehension, and make and critique media resources competently in physics contexts. In this paper we discuss students' perceptions of ways they have developed their abilities to think scientifically in this context. This material is based upon work supported by the National Science Foundation under Grant DUE0633752 |
| Abstract Type: | Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Emily H. van Zee Oregon State University Department of Science and Mathematics Education College of Science, 267 Weniger Hall Corvallis, OR 97331 Phone: 541 737 1880 Fax: 541 737 1817 |
| Co-Author(s) and Co-Presenter(s) |
Henri Jansen, Department of Physics Kenneth Winograd, Department of Teacher and Counselor Education Adam Devitt, Department of Science and Mathematics Education Michele Crowl, Department of Science and Mathematics Education Oregon State University, Corvallis, OR |
