A Professional Development Course with an Introduction of Models and Modeling in Science
This contribution proposes a short professional development course we designed for high school and introductory courses at the college level of physics. The design is based on the results of Physics Education Research by using a contructivistic, active-learning approach so that teachers, besides being instructed content knowledge, they are also trained in pedagogical knowledge by living the experience. Models and modeling in science are introduced in one of the activities of the course in which teachers reflect, based upon their own experience, their students’ alternative conceptions and difficulties resulting in a model-eliciting activity in which teachers offer their own model of teaching practice. Results of content knowledge and results on teachers’ models will be presented.
KeywordsContent Knowledge Conceptual Knowledge Alternative Conception Pedagogical Knowledge Multiple Choice Test
Genaro Zavala and Hugo Alarcon acknowledge financial support from the Tecnologico de Monterrey Research Chair in Physics Education Research under grant CAT-140.
Julio C. Benegas aknowledges the financial support of the Tecnologico de Monterrey for his participation in the course here describe.Part of this research has been carried out under the Project P-320102 financed by the Universidad Nacional de San Luis, Argentina.
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