Pre-service physics teachers’ learning from guided cycles of pedagogical design and teaching of lessons

Shulamit Kapon; Avraham Merzel

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Pre-service physics teachers’ learning from guided cycles of pedagogical design and teaching of lessons

机译：职前物理教师从教学设计和教学教学中学习

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We describe the design rationale and structure of a Methods for Teaching Physics course that was redesigned as a project-based learning (PBL) environment, and the entailed learning process it fostered. The projects consisted of the design and teaching of physics lessons with predefined content and pedagogical focus and were structured as a guided cycle of inquiry into and sensemaking of the students’ pedagogical design and teaching. A unique feature of the course was the structured guidance and scaffolding the students received during the design phase. We illustrate the learning process that was fostered through a case study of a pair of students who worked collaboratively on a project. The data include the evolving versions of the lesson plan (three drafts and the final plan), transcripts from two consultation meetings with the instructors, as well as written correspondence on the course website, and the students’ written reflections after watching the video of the lesson they taught. The case study illustrates a learning process that led to an understanding of the difference between knowing the content and teaching it, and a shift in attention from ‘what I teach’ to ‘how my students learn’.

机译：我们描述了一种教授物理课程方法的设计理由和结构，被重新设计为基于项目的学习（PBL）环境，并培养了需要的学习过程。该项目由具有预定义内容和教学焦点的物理课程的设计和教学组成，并被构建为学生教学设计和教学的指导循环。该课程的独特特征是在设计阶段收到的学生的结构化指导和脚手架。我们说明了通过对项目合作工作的一对工作的案例研究培养的学习过程。这些数据包括课程计划的不断发展的版本（三个草案和最终计划），与教师的两次咨询会议以及在课程网站上的书面通信以及学生在观看视频后的书面反思的成绩单他们教导的课程。案例研究说明了一种学习过程，导致了解知识内容和教导它之间的区别，以及从“我教”到“我的学生学习的东西”中的注意力转移。

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来源
《Physics Education》 |2019年第1期|共9页
作者
Shulamit Kapon; Avraham Merzel;
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作者单位

Faculty of Education in Science and Technology Technion-Israel Institute of Technology Haifa 3200003 Israel;

School of Education The Hebrew University of Jerusalem Mt. Scopus 9190501 Jerusalem Israel;

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原文格式 PDF
正文语种 eng
中图分类教学法;
关键词
Pre-service physics; cycles; pedagogical;

机译：售前物理学;周期;教学;

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1. Pre-service physics teachers’ learning from guided cycles of pedagogical design and teaching of lessons [J] . Shulamit Kapon, Avraham Merzel Physics Education . 2019,第1期

机译：职前物理教师从教学设计和教学教学中学习
2. Identifying the gaps of fourth year degree pre-service teachers' pedagogical content knowledge in teaching engineering graphics and design [J] . Khoza Samuel Dumazi International journal of technology and design education . 2017,第4期

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3. A project-based learning approach to teaching physics for pre-service elementary school teacher education students [J] . Olzan Goldstein Cogent Education . 2016,第1期

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4. Secondary school teachers discussing the pedagogical and cultural aspects in teaching-learning quantum physics [C] . Marisa Michelini, Alberto Stefanel International Symposium on Frontiers of Fundamental Physics . 2008

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5. What If You Were a Superhero? Teaching Gender and Social Justice through Design Pedagogy in a Pre-service Art Teacher Introductory Course [D] . Neff, YuWen Eryn. 2018

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6. Embedding Active Pedagogies within Pre-Service Teacher Education: Implementation Considerations and Recommendations [O] . Natalie Lander, Emiliano Mazzoli, Samuel Cassar, 2020

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Pre-service physics teachers’ learning from guided cycles of pedagogical design and teaching of lessons

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