Talking Is Thinking: Supporting Student Sense-Making Through Discourse and Assessment

• Whitney Jackson ^[1] ; Lauren A. Simpson ^[3] ; Brooke A. Whitworth ^[2]
  1. [1] University of Mississippi

     University of Mississippi

     Estados Unidos

     
  2. [2] Clemson University

     Clemson University

     Estados Unidos

     
  3. [3] Lafayette High School

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• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 60, Nº. 2, 2022, págs. 90-93
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Learning in the classroom is highly influenced by the experiences a teacher plans for students. Concerned that students were not achieving adequate conceptual knowledge during traditional undergraduate physics courses, the authors used the Making Sense of SCIENCE curriculum to tailor a course for 21 pre-service elementary teachers at the University of Mississippi. The organization of instruction, facilitation practices, discussion opportunities, and assessment of content are all important aspects of the learning process. We found the changes we implemented significantly impacted the learning of students enrolled in this course.