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How to help students learn: an investigation of how in- and pre-service physics teachers respond to students’ explanations
ID
Dodlek, Danijela
(
Author
),
ID
Planinšič, Gorazd
(
Author
),
ID
Etkina, Eugenia
(
Author
)
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https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.20.010120
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Abstract
Research carried out through the last 20 years gave us undeniable evidence that to learn anything we need to be active participants, not passive observers. One of the important aspects of learning physics is constructing explanations of physical phenomena. To support and guide students toward constructing their explanations, teachers need to be attentive and responsive to students’ explanations. To learn how physics teachers interpret and respond to students’ explanations we investigated pre- and in-service physics teachers’ responses to students’ written explanations of their answers to a complex physics problem. The survey administered to the participants included the problem statement and four authentic student explanations. The participants were asked to identify each student’s strengths and weaknesses and to provide a response to that student. We found that while the participants were successful in identifying productive and problematic aspects of student reasoning, they rarely built on student reasoning when responding to the students, mostly focusing on addressing problematic aspects. The paper discusses why this finding is important for physics teacher preparation programs and professional development programs.
Language:
English
Keywords:
physics education
Work type:
Article
Typology:
1.01 - Original Scientific Article
Organization:
FMF - Faculty of Mathematics and Physics
Publication version:
Version of Record
Publication date:
05.04.2024
Year:
2024
Number of pages:
Str. 010120-1-010120-31
Numbering:
Vol. 20, iss. 1
PID:
20.500.12556/RUL-155615
UDC:
37.091.3:53
ISSN on article:
2469-9896
DOI:
10.1103/PhysRevPhysEducRes.20.010120
COBISS.SI-ID:
191755267
Publication date in RUL:
08.04.2024
Views:
212
Downloads:
41
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Record is a part of a journal
Title:
Physical review : Physics education research
Shortened title:
Phys. rev. Phys. educ. res.
Publisher:
American Physical Society
ISSN:
2469-9896
COBISS.SI-ID:
525668121
Licences
License:
CC BY 4.0, Creative Commons Attribution 4.0 International
Link:
http://creativecommons.org/licenses/by/4.0/
Description:
This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Secondary language
Language:
Slovenian
Keywords:
poučevanje fizike
Projects
Funder:
ARIS - Slovenian Research and Innovation Agency
Project number:
P1-0060-2019
Name:
Eksperimentalna biofizika kompleksnih sistemov in slikanje v biomedicini
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