Type:

Other

Description:

Fourteen elementary and middle school teachers from an inservice physics course were found to share a common core of strongly held propositions that formed a coherent, but incorrect and contradictory, model of the sequential flow of electrical current. Theoretical and practical implications of these teachers' beliefs with respect to both instructional techniques and curriculum design are discussed. (17 references)

Subjects:

  • Education > General

Education Levels:

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

Keywords:

Instructor: In-service,Education,Middle School,NSDL,Electricity,Education Foundations,Teacher Beliefs Study,oai:nsdl.org:2200/20061003065137469T,electrical current flow,Inservice Teacher Education,Higher Education,NSDL_SetSpec_439869,Electric Circuits,Misconceptions,Sample Population,Alternative Conceptions,Physics,Social Sciences,Graduate/Professional,current flow

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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