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Abstract Title: Instructional dilemmas around energy representations: Learning potential in faculty communities
Abstract: We present analysis of an exemplary case of rich and extended pedagogical reasoning about energy representations among physics faculty participating in the Next Generation Physics of Everyday Thinking Faculty Online Learning Community (FOLC) [1].  Our analysis is driven by the question, "What drives and sustains this prolonged and substantive pedagogical discussion?"  We identify a range of contributing features emerging from: (1) the broader structure of the FOLC (e.g. shared curricular context and sense of immediacy due to participants' concurrent teaching with the curriculum), (2) the nature of this specific pedagogical problem (e.g. evidence of students' apparent confusion with the material, and participants' confusion around both the physics content and curricular representations), and (3) the conversational norms.  We argue that together these factors are sufficient to sustain rich pedagogical discussions that create opportunities for faculty to deepen their pedagogical content knowledge and critical reflectiveness.
[1] Work supported by NSF#1626496
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B103
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Fred Goldberg
San Diego State University
6475 Alvarado Road, Ste 206
San Diego, CA 92120
Phone: 619-405-5158
and Co-Presenter(s)
Chandra Turpen, University of Maryland; Adriana Corrales, San Diego State University; Edward Price, California State University San Marcos