written by Danielle B. Harlow and Valerie K. Otero

This paper examines the role that physics subject matter knowledge plays in one aspect of elementary teaching: listening to children's science ideas. Preliminary results of this study show that prospective teachers use their conceptual understanding of physics to analyze the "physics talk" of elementary students. This is demonstrated by their restatements of the children's ideas about physics phenomena.

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Published September 1, 2005
Last Modified May 20, 2012

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