Dissertation/Thesis Abstract

Examining student learning in a physics pedagogical content knowledge course
by Ashbran, Meredith C., M.S., California State University, Long Beach, 2011, 130; 1507623
Abstract (Summary)

A physics pedagogical content knowledge course was developed as part of the Physics Teacher Education Coalition (PhysTEC) grant at a large, urban, comprehensive university. This course (Physics 490) was designed to teach a group of preservice and novice inservice physics teachers, referred to as PhysTEC scholars, how to better teach the topics of waves, sound, and optics. This qualitative (n = 10) study examined what PhysTEC scholars believed they attained from the course and how that aligned with what they expected to attain from the course. The instructor-developed Student Learning Outcomes created a foundation of ideas for the PhysTEC scholars' belief in their attainment from the Physics 490 course. However, many themes emerged from this specific group of PhysTEC scholars such as developing a community of like minded physics teachers, the support and mentoring from the instructors, and a believed change in practice and planning in the K-12 classroom.

Indexing (document details)
Advisor: Henriques, Laura
Commitee:
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 50/04M, Masters Abstracts International
Source Type: DISSERTATION
Subjects: Science education
Keywords: Pedagogical content knowledge, Physics, Science
Publication Number: 1507623
ISBN: 9781267181350
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