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My observations (data). pattern. more. Explanations, mechanisms or relations between physical quantities. different. Revision. check. prediction . Testing experiments: Does outcome match prediction based on explanation/relation?. no. Assumptions. yes. More + Applications.
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Explanations, mechanisms or relations between physical quantities
Testing experiments:Does outcome match prediction based on explanation/relation?
More + Applications
Tara Bartiromo and Eugenia Etkina
This study investigates the implementation of scientific inquiry practices in the classroom in the context of the new Physics Union Mathematics (PUM) curriculum. Extensive field notes and RTOP scores from classroom observations and interviews provided us with multiple perspectives on the goals of instruction, the teacher’s roles, and the students’ roles in the classroom. We show how teachers’ perceptions of the goals of instruction, their roles, and students’ roles in the classroom compare with their actual behaviors and affect what happens in the classroom.
RTOP Data by Category and Teacher
Three of the five teachers (AR, CK, DJ) specifically described the ISLE cycle when talking about inquiry and the PUM curriculum. All three teachers participated in the development of the curriculum materials.
AR, CK, and DJ run significantly reformed classes (RTOP > 75). KP and HD run partially reformed classes (RTOP > 50). Prop. knowledge is not correlated with reformed teaching practices.
Set-Up and Data Collection
Thirty teachers implemented the PUM curriculum. We collected field notes and RTOP scores while observing teachers implement PUM.
RTOP Observation Data
Participating Teachers’ Information: Teaching Experience and Experience with Curriculum
Curriculum Implementation and Beliefs
The tables show that teachers are consistent with their behaviors and beliefs. AR, CK, and DJ are consistently more reformed, KP is in transition, and HD is only partially reformed in teaching practices and beliefs.
We identified three main themes in teacher beliefs and behaviors from interview summaries and narratives.
Five teachers volunteered to participate in the study. Teachers participated in 30-60 min. interviews.
We wrote Narratives for each teacher based on RTOP scores and field notes.
We wrote Summaries of interviews for each teacher.
We developed Reformed-Not-Reformed continua for each behavior and belief.
* Teachers’ beliefs are consistent with their behaviors in the classroom.
* Teachers with higher RTOPs have higher opinions of the reformed curriculum.
* Teachers who participated in the development of the curriculum materials and who had minimal/average physics backgrounds implemented materials faithfully. They also followed ISLE framework during most lessons.
* Propositional Knowledge is not correlated with reformed teaching practices.
Placed teachers along continuum based on narratives and RTOPs.
Placed teachers along continuum based on interview summaries.
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