Supporting Learning Processes. Professional Development and In-Service Training of Physics Teachers.

Autor/inn/en	Fischer, Hans E.; Trendel, Georg; Wackermann, Rainer; Reyer, Thomas
Titel	Supporting Learning Processes. Professional Development and In-Service Training of Physics Teachers.
Quelle	Aus: Eilks, Ingo (Hrsg.); u.a.: Towards research-based science teacher education. Aachen: Shaker (2006) S. 171-178Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8322-5462-5; 978-3-8322-5462-9
Schlagwörter	Bildungsforschung; Schule; Lehrerbildung; Fachdidaktik; Naturwissenschaftlicher Unterricht; Deutschland
Abstract	The main intention of the study is to investigate possibilities to support students' learning in science lessons. Based on the conceptual framework of the "Theory of Basis Models of Teaching and Learning" by Oser & Baeriswyl (2001) a special focus lies on three specific learning processes that are regarded as central for understanding science: learning of students by own experience, learning by solving science problems and learning by developing science concepts. The theory describes and operationalizes these three of twelve significant modes of students' learning processes and appears to be an adequate tool to train observation of learning and structuring of optimized learning sequences in physics lessons. To find ways how teachers can improve their learning support by a dedicated in-service training is another strong focus of the study. Eighteen secondary school physics teachers have taken part in a one-school-year training program-featuring cooperative and individual coaching based on category-guided video-feedback. In order to measure change and development in lesson activities video recordings are also used for evaluating the effect of the training. Main idea is to correlate a teacher's and his or her students' lesson activities within the framework of the theory. A comparison between teachers' lesson plans and its implementation as well as comparisons between teachers' and students' specific actions yield results about more or less successfully organized learning processes in the physics classroom. Questionnaires, structured interviews, and tests to determine teachers' cognitions and beliefs, reveal the efficacy of our in-service training.
Erfasst von	Externer Selbsteintrag
Update	2007/3