We discuss the development, implementation, and assessment of a course for science undergraduates designed to help them develop an awareness and a deeper appreciation of the intellectual demands of physics teaching. The course focused on increasing student enthusiasm and confidence in teaching by providing well supported teaching opportunities and exposure to physics education research. The course assessment methods include 1) pre/post-test measures of attitude and expectations about science teaching, 2) self and peer evaluation of student teaching, 3) content-based pre/post-tests given to students who received instruction from the student teachers, and 4) audio-taped focus group discussions in the absence of the instructor and TA to evaluate student perspective on different aspects of the course and its impact.


  • Education > General

Education Levels:

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


NSDL,Education Foundations,Undergraduate (Lower Division),Research,teacher preparation courses,Affect,Physics Education Research,General Physics,Graduate/Professional,Shortages,Undergraduate (Upper Division),Student Characteristics,Teacher Preparation,Curriculum Development,Higher Education,Course,oai:nsdl.org:2200/20090808195501958T,PERC 2005,teaching,Curricula,Physics,educational courses,Education Practices,Recruitment,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education



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