Turning exercises into problems: An experimental study with teachers in training

Garrett, RM; Satterly, David; Pérez, Daniel Gil; Torregrosa, Joaquín Martínez

doi:10.1080/0950069900120101

Cited by 24 publications

(15 citation statements)

References 18 publications

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“…They think that one can be a good teacher using very different teaching styles and strategies (Wildy and Wallace 1995). Thus, these teacher education strategies have not been at all effective in changing teachers' conceptions, and even less so their teaching practices, and when changes do occur it is more from the discussion and collaboration between the participants than from experts transmitting new models to them (Garret et al 1990). Paradoxically, this model of academic-propositional knowledge often co-exists in initial teacher education, but as two separate and independent parts, with a craft orientation towards the practice of teaching, based on inductive empiricism, which considers that practical knowledge of teaching is learned by one's own experience, by trial and error, and by the mere observation and imitation of expert teachers.…”

Section: Logical Positivismmentioning

confidence: 99%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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Abstract. One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers' educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science --positivism, Popper's principle of falsifiability, Lakatos' scientific research programs, Laudan's research traditions, Toulmin's evolutionism, and Kuhn's relativism. We conclude the article with the implications for science teacher education.

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Section: Logical Positivismmentioning

confidence: 99%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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“…Furthermore, these effects should not be considered as due solely to the school environment (Garrett et al 1990). They may also result from the very mechanisms underlying the conceptualization of new knowledge.…”

Section: Discussionmentioning

confidence: 98%

In physics class, exercises can also cause problems . . .

Johsua

Dupin

1991

International Journal of Science Education

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In a traditional school framework, what distinguishes a student who manages to find the correct solution to an exercise from one who does not? French tenth-grade physics classes were observed as they studied electric circuits over a one-year period. An analysis, both by exercise and by student group, is presented of tests taken during the year. The main point separating 'average' students from 'good' ones is their performance in 'implicitly difficult exercises', that is, in what appears beforehand to be a minor deviation from the standard ones. Unfortunately, this is not mainly a consequence of an incorrect pedagogical orientation of teachers; deviations from the path potentialize actual conceptual and procedural difficulties, especially for average students, those for whom an improvement on physics teaching methods would have the greatest importance.

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“…The removing of the facts from the statement forces students to take this approach, to make decisions and express them concretely, without allowing them to go directly to operative treatments for which they have no facts. It is to be hoped also that once the operative habit has been overcome, the students may make the said qualitative analysis, even with traditional statements of problems with facts (Garret, Satterly, Gil Pérez, & Martínez-Torregrosa, 1990;Guisasola, Almudí, Ceberio, & Zubimendi, 2002;Ramirez, Gil, & Martínez-Torregrosa, 1994).…”

Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 98%

University Students' Strategies for Constructing Hypothesis when Tackling Paper-and-Pencil Tasks in Physics

2005

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The study we present tries to explore how first year engineering students formulate hypotheses in order to construct their own problem solving structure when confronted with problems in physics. Under the constructivistic perspective of the teachingYlearning process, the formulation of hypotheses plays a key role in contrasting the coherence of the students' ideas with the theoretical frame. The main research instrument used to identify students' reasoning is the written report by the student on how they have attempted four problem solving tasks in which they have been asked explicitly to formulate hypotheses. The protocols used in the assessment of the solutions consisted of a semi-quantitative study based on grids designed for the analysis of written answers. In this paper we have included two of the tasks used and the corresponding scheme for the categorisation of the answers. Details of the other two tasks are also outlined. According to our findings we would say that the majority of students judge a hypothesis to be plausible if it is congruent with their previous knowledge without rigorously checking it against the theoretical framework explained in class.

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Turning exercises into problems: An experimental study with teachers in training

Cited by 24 publications

References 18 publications

Contributions from the Philosophy of Science to the Education of Science Teachers

Contributions from the Philosophy of Science to the Education of Science Teachers

In physics class, exercises can also cause problems . . .

University Students' Strategies for Constructing Hypothesis when Tackling Paper-and-Pencil Tasks in Physics

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