written by Danielle B. Harlow and Valerie K. Otero

Physics education researchers have created specialized physics courses to meet the needs of elementary teachers. While there is evidence that such courses help teachers develop physics content knowledge, little is known about what teachers transfer from such courses into their teaching practices. In this study, we examine how one elementary teacher changed her questioning strategies after learning physics in a course for elementary teachers.

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Published January 30, 2007
Last Modified January 29, 2011

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