Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Lauren H. Swanson"'
Publikováno v:
Cultural Studies of Science Education. 15:523-543
Adopting a sociocultural perspective, we construct a case study exploring how a middle school bilingual science teacher reflected and acted when engaged in dialogue, co-teaching, and a newly designed unit on plate tectonics. Sources of data include v
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::42c95f3895a4030bb7e1d276162c5543
https://doi.org/10.1007/s11422-019-09937-8
https://doi.org/10.1007/s11422-019-09937-8
Publikováno v:
Teaching and Teacher Education. 59:285-294
During a yearlong program experience, high school teachers and college undergraduates formed three content area partnerships in which they co-planned and implemented lessons aligned to newly adopted math and science content standards. Participants’
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8d3f3fdb3f232a122baee6043b9f119a
https://doi.org/10.1016/j.tate.2016.06.008
https://doi.org/10.1016/j.tate.2016.06.008
Publikováno v:
The Science Teacher.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::36153e3ca9756d6f30f5c121365ac00d
https://doi.org/10.2505/4/tst18_085_05_38
https://doi.org/10.2505/4/tst18_085_05_38
Publikováno v:
Journal of College Science Teaching.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4c182877cde834c5aee092f72e302506
https://doi.org/10.2505/4/jcst18_047_03_25
https://doi.org/10.2505/4/jcst18_047_03_25
Publikováno v:
Journal of Science Teacher Education. 25:97-117
We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0102daa73a76fc68146b71378060e211
https://doi.org/10.1007/s10972-012-9319-7
https://doi.org/10.1007/s10972-012-9319-7
Publikováno v:
Journal of Research in Science Teaching. 50:1098-1126
Running head: POTENTIAL TEACHERS’ PEDAGOGICAL RESOURCES Potential Teachers’ Appropriate and Inappropriate Application of Pedagogical Resources in a Model-Based Physics Course: A “Knowledge in Pieces” Perspective on Teacher Learning Danielle B
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6a7cb722e62f7c9b026f4c944241227
https://doi.org/10.1002/tea.21108
https://doi.org/10.1002/tea.21108
Publikováno v:
Science Education. 95:477-496
Understanding what children know is paramount to planning effective science instruction; however, in any classroom, the students hold a variety of ideas. Representing these differences in ways that also acknowledge the common trends among students mi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ecc3834a3f440b78711fae42d9ca4cee
https://doi.org/10.1002/sce.20437
https://doi.org/10.1002/sce.20437
Autor:
Danielle B. Harlow, Lauren H. Swanson, Hilary A. Dwyer, Julie A. Bianchini, Chandralekha Singh, Mel Sabella, Sanjay Rebello
Publikováno v:
AIP Conference Proceedings.
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 talkin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a5afe05e9a68e76894ea51ab992bdf8f
https://doi.org/10.1063/1.3515187
https://doi.org/10.1063/1.3515187
Publikováno v:
AIP Conference Proceedings.
Prior research has documented that analyzing video of children learning science aids pre‐service teachers in developing physics knowledge and deepens their understanding of the learning process. Research on video analysis in teacher education sugge
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::21cb1493072cf98fb82efbd2ae4391cc
https://doi.org/10.1063/1.3266702
https://doi.org/10.1063/1.3266702