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The Pedagogy of Physical Science

:	David Heywood, Joan Parker
:	The Pedagogy of Physical Science
:	Springer-Verlag
:	9781402052712
:	1
:	CHF 132.90
:

:	Erwachsenenbildung
:	English

:	197
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings.

The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher.

The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.

	138516_1_En_BookFrontmatter_OnlinePDF	1
	The Pedagogy of Physical Science	3
	Acknowledgements	5
	About the Authors	6
	138516_1_En_1_Chapter_OnlinePDF	11
	Chapter 1	11
	Introduction	11
	138516_1_En_2_Chapter_OnlinePDF	16
	Chapter 2	16
	Conceptual Change and Learning About Forces	16
	2.1 The Challenge of Learning About Forces and Motion	16
	2.2 Conceptual Change: A Brief Historical Perspective	17
	2.2.1 The Influence of Piaget	18
	2.2.2 The ‘Classical’ Model of Conceptual Change	19
	2.2.3 Developing Knowledge and Understanding of Learners’ Conceptions in Science	20
	2.2.4 Some Theoretical Models of Conceptual Change	21
	2.2.5 Considering the Individual’s World	23
	2.3 Conceptual Change in Action: Primary Teachers Learning About Forces	26
	2.3.1 Forces Within the Context of Floating and Sinking	26
	2.3.2 The Socio-Cultural Environment and the Role of the Tutor	27
	2.3.3 Learning in Action: Floating and Sinking	29
	2.3.4 Initial Ideas	29
	2.3.5 Constructing and Reviewing Hypotheses	30
	2.3.6 Developing a Forces View of Floating and Sinking	32
	2.3.7 Generalising Weight for Size	33
	2.3.8 Understanding Forces in Different Contexts – Towards Context Independent Learning	34
	2.3.9 The Arched Bridge	36
	2.3.10 The Parachutist	38
	2.4 Some Conclusions and Implications	40
	2.4.1 Reflections on the Development a Qualitative Understanding of Force and Motion	40
	2.4.2 Developing Pedagogical Insight Through Employing a Metacognitive Approach to Learning	44
	2.4.3 Some Implications for Teacher Education	46
	138516_1_En_3_Chapter_OnlinePDF	47
	Chapter 3	47
	The Role of Analogies in Learning	47
	3.1 Learning About Simple Circuits	48
	3.2 Applying Analogies to Simple Circuits	50
	3.2.1 Analogies Deployed	50
	3.2.1.1 Analogy 1	50
	3.2.1.2 Analogy 2	51
	3.2.1.3 Analogy 3	51
	3.2.2 Synopsis of Research Findings	52
	3.2.2.1 Initial Ideas About a Simple Circuit (Fig. 3.1)	52
	3.2.2.2 Analogy 1 (Fig. 3.3)	53
	3.2.2.3 Analogy 2 (Fig. 3.3)	53
	3.2.2.4 Applying Analogy 2 to Two Bulbs Wired in Series	54
	3.2.2.5 Analogy 3 (Fig. 3.3)	55
	3.2.3 Tracking Learning Within the Groups	56
	3.2.3.1 Group A	56
	3.2.3.2 Group D	56
	3.2.3.3 Group C	57
	3.3 Implications for Pedagogy	58
	3.3.1 The Problem of Analogies in Developing a Sequential View of Simple Circuits	58
	3.4 Explanation and Meaning	62
	3.4.1 The Appropriation of Hermeneutics	63
	3.4.2 Exemplification of Language and Meaning	63
	3.4.3 Alternative Perspectives on Knowledge Acquisition	65
	3.4.4 Partitioning and Sequencing	67
	3.4.5 The Presentation of Science Knowledge in Science Education	67
	3.5 Practical Implications for Pedagogy: Learning	69
	3.6 Practical Implications for Pedagogy: Teaching	70
	3.7 Teacher Subject and Pedagogic Knowledge	71
	138516_1_En_4_Chapter_OnlinePDF	73
	Chapter 4	73
	Cognitive Conflict and the Formation of Shadows	73
	4.1 Promoting Conceptual Change Through Cognitive Conflict	74
	4.1.1 The Role of Cognitive Conflict in Learning Science	74
	4.1.2 Some Limitations of the Cognitive Conflict Strategy	74
	4.2 The Challenge Presented by the Conceptual Domain of Light	76
	4.3 Exploring the Impact of Cognitive Conflict in Learning About Shadows	77
	4.3.1 Background to the Exemplification Study	77
	4.3.2 The Cognitive Conflict Scenarios	78
	4.3.2.1 Scenario 1 – Two Light Sources, One Object (Fig. 4.1a)	78
	4.3.2.2 Scenario 2 – Multiple Light Sources (Fig. 4.1b)	78
	4.3.2.3 Scenario 3 – Using a Cross-Shaped Light Source (Fig. 4.1c)	78
	4.3.3 Learner Responses to the Cognitive Conflict Scenarios	80
	4.3.3.1 Initial Conceptions About Shadow Formation	80
	4.3.4 Categories of Responses to the Cognitive Conflict Scenarios (1–3)	81
	4.3.4.1 Responses to Scenario 1	82
	4.3.4.2 Responses to Scenario 2	84
	4.3.4.3 Responses to Scenario 3	85
	4.3.5 Triggering Meaningful Cognitive Conflict	86
	4.4 Resolving the Conflict	86
	4.4.1 The Need to Generate Causal Explanation	86
	4.4.2 Resolving the Cognitive Conflict Caused by the Cross-Shaped Shadow	87
	4.5 The Emergence of Pedagogical Insight	91
	4.5.1 The Learning Process	91
	4.5.2 Pedagogy Relating to Light	95
	4.5.3 Pedagogical Implications for Future Practice	96
	4.6 Discussion	96
	4.7 Some Concluding Remarks	98
	138516_1_En_5_Chapter_OnlinePDF	100
	Chapter 5	100
	Language Interpretation and Meaning	100
	5.1 Conceptualising How Language Works	101
	5.1.1 A Brief Look at Language as a System or Structure	101
	5.2 Sign and Signification	102
	5.3 Signification in Science Learning	103
	5.3.1 Paradigm Constraints in Reasoning	105
	5.3.2 The Relational Value of the Sign	106
	5.4 Interpretation and Meaning	109
	5.4.1 What Counts for Text?	110
	5.4.2 Language and Accessing the World (Electricity)	111
	5.4.3 Possibilities and Constraints	111
	5.4.4 Shaping the Ontological Landscape	114
	5.4.5 Distancing	118
	138516_1_En_6_Chapter_OnlinePDF	120
	Chapter 6	120
	Metacognition and Developing Understanding of Simple Astronomical Events	120
	6.1 Metacognition and Learning	120
	6.1.1 What Is Meant by Metacognition?	120
	6.1.2 The Relevance of Developing Metacognitive Awareness of Learning in Teacher Education	122
	6.2 The Conceptual Domain of the Earth and Beyond	123
	6.2.1 The Cognitive and Pedagogical Challenge of Developing Causal Explanations of Simple Astronomical Events	123
	6.2.2 Using a Metacognitive Approach to Generating Subject and Pedagogical Knowledge	126
	6.3 Mapping Movement in Conceptual Understanding About Simple Astronomical Events	128
	6.3.1 The Day–Night Cycle	128
	6.3.2 The Seasons	130