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El. knyga: Pedagogy of Physical Science

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In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers responses to engaging with difficult ideas when learning science in higher education settings.



The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to problematize subject knowledge, both for learner and teacher.



The books theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.
1 Introduction 1
2 Conceptual Change and Learning About Forces 7
2.1 The Challenge of Learning About Forces and Motion
7
2.2 Conceptual Change: A Brief Historical Perspective
8
2.2.1 The Influence of Piaget
9
2.2.2 The 'Classical' Model of Conceptual Change
10
2.2.3 Developing Knowledge and Understanding of Learners' Conceptions in Science
11
2.2.4 Some Theoretical Models of Conceptual Change
12
2.2.5 Considering the Individual's World
14
2.3 Conceptual Change in Action: Primary Teachers Learning About Forces
17
2.3.1 Forces Within the Context of Floating and Sinking
17
2.3.2 The Socio-Cultural Environment and the Role of the Tutor
18
2.3.3 Learning in Action: Floating and Sinking
20
2.3.4 Initial Ideas
20
2.3.5 Constructing and Reviewing Hypotheses
21
2.3.6 Developing a Forces View of Floating and Sinking
23
2.3.7 Generalising Weight for Size
24
2.3.8 Understanding Forces in Different Contexts – Towards Context Independent Learning
25
2.3.9 The Arched Bridge
27
2.3.10 The Parachutist
29
2.4 Some Conclusions and Implications
31
2.4.1 Reflections on the Development a Qualitative Understanding of Force and Motion
31
2.4.2 Developing Pedagogical Insight Through Employing a Metacognitive Approach to Learning
35
2.4.3 Some Implications for Teacher Education
37
3 The Role of Analogies in Learning 39
3.1 Learning About Simple Circuits
40
3.2 Applying Analogies to Simple Circuits
42
3.2.1 Analogies Deployed
42
3.2.2 Synopsis of Research Findings
44
3.2.3 Tracking Learning Within the Groups
48
3.3 Implications for Pedagogy
50
3.3.1 The Problem of Analogies in Developing a Sequential View of Simple Circuits
50
3.4 Explanation and Meaning
54
3.4.1 The Appropriation of Hermeneutics
55
3.4.2 Exemplification of Language and Meaning
55
3.4.3 Alternative Perspectives on Knowledge Acquisition
57
3.4.4 Partitioning and Sequencing
59
3.4.5 The Presentation of Science Knowledge in Science Education
59
3.5 Practical Implications for Pedagogy: Learning
61
3.6 Practical Implications for Pedagogy: Teaching
62
3.7 Teacher Subject and Pedagogic Knowledge
63
4 Cognitive Conflict and the Formation of Shadows 65
4.1 Promoting Conceptual Change Through Cognitive Conflict
66
4.1.1 The Role of Cognitive Conflict in Learning Science
66
4.1.2 Some Limitations of the Cognitive Conflict Strategy
66
4.2 The Challenge Presented by the Conceptual Domain of Light
68
4.3 Exploring the Impact of Cognitive Conflict in Learning About Shadows
69
4.3.1 Background to the Exemplification Study
69
4.3.2 The Cognitive Conflict Scenarios
70
4.3.3 Learner Responses to the Cognitive Conflict Scenarios
72
4.3.4 Categories of Responses to the Cognitive Conflict Scenarios (1-3)
73
4.3.5 Triggering Meaningful Cognitive Conflict
78
4.4 Resolving the Conflict
78
4.4.1 The Need to Generate Causal Explanation
78
4.4.2 Resolving the Cognitive Conflict Caused by the Cross-Shaped Shadow
79
4.5 The Emergence of Pedagogical Insight
83
4.5.1 The Learning Process
83
4.5.2 Pedagogy Relating to Light
87
4.5.3 Pedagogical Implications for Future Practice
88
4.6 Discussion
88
4.7 Some Concluding Remarks
90
5 Language Interpretation and Meaning 93
5.1 Conceptualising How Language Works
94
5.1.1 A Brief Look at Language as a System or Structure
94
5.2 Sign and Signification
95
5.3 Signification in Science Learning
96
5.3.1 Paradigm Constraints in Reasoning
98
5.3.2 The Relational Value of the Sign
99
5.4 Interpretation and Meaning
102
5.4.1 What Counts for text?
103
5.4.2 Language and Accessing the World (Electricity)
104
5.4.3 Possibilities and Constraints
104
5.4.4 Shaping the Ontological Landscape
107
5.4.5 Distancing
111
6 Metacognition and Developing Understanding of Simple Astronomical Events 113
6.1 Metacognition and Learning
113
6.1.1 What Is Meant by Metacognition?
113
6.1.2 The Relevance of Developing Metacognitive Awareness of Learning in 'leacher Education
115
6.2 The Conceptual Domain of the Earth and Beyond
116
6.2.1 The Cognitive and Pedagogical Challenge of Developing Causal Explanations of Simple Astronomical Events
116
6.2.2 Using a Metacognitive Approach to Generating Subject and Pedagogical Knowledge
119
6.3 Mapping Movement in Conceptual Understanding About Simple Astronomical Events
121
6.3.1 The Day—Night Cycle
121
6.3.2 The Seasons
123
6.3.3 The Phases of the Moon
125
6.4 Insights Identified Through Adopting a Metacognitive Approach to Learning
127
6.4.1 The Nature of Cognitive Development Within the Subject Domain the Earth and Beyond
127
6.4.2 Using Key Features of Learning to Stimulate the Development of Subject and Pedagogical Knowledge
129
6.5 Discussion
136
7 The Subject Matter Learning Audit and the Generation of Pedagogical Content Knowledge 139
7.1 Teacher Knowledge
139
7.1.1 Pedagogic Content Knowledge
141
7.1.2 Teacher Education and the Development of PCK
143
7.1.3 Translation and Interpretation: Knowledge into Practice
144
7.2 The Subject Matter Learning Audit
145
7.2.1 Rationale
145
7.2.2 The SMLA Process
146
7.3 A SMLA Case Study (Stage 1): Learning About Forces
148
7.3.1 The Participants '1
148
7.3.2 Analysis of Prior Learning
149
7.4 A SMLA Case Study (Stage 2): The Individual National Curriculum SMLA
152
7.4.1 Key Ideas Within the Programmes of Study
153
7.4.2 Challenging Ideas
155
7.4.3 Abstract or Counterintuitive Ideas
155
7.4.4 Personal Misconceptions
156
7.4.5 Language Issues
157
7.4.6 Other Factors Influencing Learning
157
7.5 A SMLA Case Study (Stage 3): Scheme of Work SMLA
158
7.5.1 Group SMLA of QCA Unit 6E
158
7.5.2 Group SMLA of the QCA Unit 2E (Forces and Movement)
164
7.6 Discussion and Implications for Teacher Education
168
7.6.1 What Can the SMLA Approach Contribute to Teacher Education?
169
7.6.2 Some Implications for the Role of Teacher Education Institutions
171
References 173
Author Index 189
Subject Index 195
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