My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education

Autor/inn/en	Utter, Brian C.; Paulson, Scott A.; Almarode, John T.; Daniel, David B.
Titel	My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education
Quelle	In: Teacher Educators' Journal, 11 (2018), S.12-21 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Science Education; Science Instruction; Majors (Students); Teaching (Occupation); Career Choice; Concept Formation; Teaching Assistants; Physics; Teaching Methods; Learning Processes; Specialists; Evidence Based Practice; Scientific Concepts; Educational Research; Transfer of Training; Course Descriptions; Student Attitudes; College Students + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching; Lehrberuf; Concept learning; Begriffsbildung; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsforschung; Pädagogische Forschung; Training; Transfer; Ausbildung; Kursstrukturplan; Schülerverhalten; Collegestudent
Abstract	We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that encountered by students in introductory physics classes. Similar to students learning many natural science concepts, science majors default to naïve theories of learning based on their own experiences and preferences, even when in conflict with educational research. Their demonstrated ability to analyze research on teaching and learning in the framework of the scientific method ultimately does not translate into acceptance of the outcomes as valid. We suggest a number of contributing factors. Recognizing the need to target conceptual change is critical in informing how we educate science students who are interested in teaching, whether as a profession or in a shorter-term capacity such as a graduate teaching assistant. It also suggests that an approach different from the way we typically teach science-education students is needed. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: http://ateva.org/?page_id=450
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01