Type:

Other

Description:

This study explores the tension between subject knowledge and pedagogic content knowledge in primary teacher education. It documents students and in-service teachers learning about forces within the context of floating and sinking. In doing so it describes not only significant features of the learning process itself but also examines subject specific aspects of learning, identifying some of the inherent difficulties for learners within this domain and demonstrating how learners construct links between tacit knowledge and abstract scientific notions. Implications for teacher education and the teaching of science in the classroom are explored.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Knowledge Base for Teaching,Pedagogical Content Knowledge,NSDL,Education Foundations,Undergraduate (Lower Division),Foreign Countries,Misconceptions,Physics Education Research,Constructivism (Learning),General Physics,Social Sciences,Graduate/Professional,Alternative Conceptions,Learning Processes,oai:nsdl.org:2200/20061003064057852T,Scientific Concepts,Science Education,Teacher Preparation,Teacher Characteristics,Elementary Education,Higher Education,Elementary School Teachers,Learning Theory,Physics,Force,Content Knowledge,Education Practices,United Kingdom,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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