Literaturnachweis - Detailanzeige
Autor/inn/en | Massolt, Joost; Borowski, Andreas |
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Titel | Increasing the Perceived Relevance of University Physics Problems by Focusing on School-Related Content Knowledge. |
Quelle | In: heiEDUCATION journal, (2018) 1-2, S. 99-125
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2626-983X |
DOI | 10.17885/heiup.heied.2018.1-2.23828 |
Schlagwörter | Fragebogen; Wahrnehmung; Lehrerausbildung; Fachwissen; Physik; Physikunterricht; Referendariat; Relevanz; Studie |
Abstract | The goal of this study is to increase the perceived relevance of university content knowledge courses by physics pre-service teachers. To achieve this goal problem sets discussed in tutorial groups, which are part of first-year physics courses for university physics majors and physics pre-service teachers, were modified in such a way that some of the problems were geared towards the content knowledge category "school-related content knowledge" (SRCK). This category describes conceptual knowledge that is teacher-specific. Conceptual problems based on this category were developed and introduced in weekly tutorials in two different courses (N=75; N=43 respectively) together with conceptual problems with no explicit school relevance and with regular, quantitative problems. Every week we asked students of a first- and a second-semester physics course to rate these problems with respect to perceived relevance and difficulty in a questionnaire. One finding is that when the content is more distant to physics taught at school, both conceptual problem types are perceived as more relevant by physics pre-service teachers than the regular, quantitative problems. |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern) |
Update | 2024/1 |