Conceptualizations of representation forms and knowledge organization of high school teachers in Finland: “magnetostatics”
Journal Title: European Journal of Science and Mathematics Education - Year 2013, Vol 1, Issue 2
Abstract
One of the main components of teachers’ pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers’ subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories forming their knowledge base, it is reasonable to expect that representation forms and organization of knowledge are related. In order to find out how far these two facets depend on each other, two Finnish upper secondary physics teachers’ answers to an electronic questionnaire were analysed as case studies. Questions varied from teachers’ organization of knowledge to their representation forms regarding the topics of “magnetic flux density” and “Ampère’s law.” A concept map constructed by one teacher, led us to an improved description of teachers’ knowledge organization. In addition, observed and analysed lessons given by the second teacher shed light on representation forms. Organization of knowledge of the studied topics was investigated by means of recognizing the core concepts, and then interrelations between the other concepts. So, the study could advise physics teacher to more systematically plan and organize their teaching of the studied topics. Other findings illuminate useful representation forms that physics teachers apply during their teaching such as suiting experiments, explanations, and models. Thus, our conceptualization emphasize for teachers to reflect on effective ways to organize their knowledge and, consequently, to select adequate representation forms.
Authors and Affiliations
Sharareh Majidi| Department of Physics, University of Helsinki, Helsinki, Finland, Markus Emden *| Department of Chemistry Education, Universität Duisburg-Essen, Essen, Germany For correspondence: sharareh.majidi@helsinki.fi
Keywords
Related Articles
- EP ID EP8022
- DOI -
- Views 505
- Downloads 0
Challenges pre-service teachers face when implementing a 5E inquiry model of instruction
This study examined the challenges that pre-service teachers faced when implementing inquiry and their perspective on how to overcome them. The data sample was 55 pre-service teachers (PSTs) enrolled into two sections of...
Perceived teacher factors in relation to students’ achievementrelated outcomes in science classrooms in elementary school
The purpose of the current study was to investigate the roles that perceived teacher affective support (PTAS), perceived teacher mastery goal orientation (PTMGO), academic emotions, self?efficacy and behavioural engageme...
Teaching and learning geometry in drama based instruction
This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a trian...
Arterial tonometry in the classroom
The study of hemodynamic physiology utilizing traditional methods presents many challenges and limitations to educators. The goal of the educator is to provide the student with an adequate understanding of the basic hemo...
Animation model to conceptualize ATP generation: a mitochondrial oxidative phosphorylation
Adenosine triphosphate (ATP) is the molecular unit of intracellular energy and it is the product of oxidative phosphorylation of cellular respiration uses in cellular processes. The study explores the growth of the misc...