Search results for: Girod Mark
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This article investigates teaching and learning science from two different perspectives transformative, aesthetic experience and a cognitive, rational framework. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts.
Updated: May. 13, 2011
A web based simulation was designed to allow preservice teacher to practice necessary skills. A pilot study data comparing simulation users’ abilities to analyze hypothetical teaching scenarios, interviews, and reflective writing in real work samples suggest that the simulation plays a role in helping candidates
Updated: Nov. 05, 2008
The teacher work samples are one tool for helping teacher candidates learn to systematically connect their actions to the learning of each student. To connect teaching and learning effectively, candidates must understand well the teaching and learning context. To deepen candidates' abilities to analyze the teaching and learning context and plan for working most effectively within it, candidates engaged in ethnographic analysis of their mentor teachers' classroom cultures.
Updated: Oct. 05, 2008
A view of science education is presented from the perspective of art and aesthetics. The authors present a pedagogical model focused on fostering transformative aesthetic experiences, involving methods of crafting ideas out of concepts and methods of modeling and scaffolding transformative aesthetic experiences.
Updated: Jan. 28, 2008