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Abstract Title: Teaching Pedagogy in Physics
Abstract: We report on an adapted version of the Physics and Everyday Thinking (PET) curriculum.  A unique aspect of PET is its inclusion of special activities that focus on Learning about Learning (LAL) in which undergraduates analyze videos of children talking about science and explicitly consider the nature of science. To create a course that intentionally linked science content, children's ideas, and strategies for science instruction, we augmented the existing PET LAL activities with discussions about teaching and the design of the PET curriculum, and added activities focused on LAL from companion curricula such as Physical Science and Everyday Thinking (PSET) and Learning Physical Science (LEPS). To compensate for the additional time on LAL, we reduced the content activities to only those that directly supported LAL activities and goals. We found that students made significant gains on the C-LASS and expressed beliefs about teaching consistent with the PET pedagogy.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Danielle Harlow
University of California, Santa Barbara
Department of Education, Gevirtz Graduate School of Education
UCSB
Santa Barbara, CA 93106-9490
Co-Author(s)
and Co-Presenter(s)
Lauren Swanson Honeycutt, University of California, Santa Barbara
Hilary Anne Dwyer, University of California, Santa Barbara
Julie A. Bianchini, University of California, Santa Barbara