Search results for: Bryan Lynn A.
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Examining Physics Graduate Teaching Assistants’ Pedagogical Content Knowledge for Teaching a New Physics Curriculum
In this study, the authors investigated the pedagogical content knowledge that physics graduate teaching assistants developed in the context of teaching a new introductory physics curriculum, Matter and Interactions. This study shows the complexity of adopting curriculum reforms and the necessity to support the faculty’s and teaching assistants’ knowledge development when a novel science curriculum is adopted.
Updated: Feb. 27, 2013
Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches
The purpose of this study was to examine changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions. These interventions represent three instructional approaches used in a middle grades science methods course. 10 participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated.
Updated: Jun. 15, 2009