Work

Confusion and representational practices as factors that sustain rich pedagogical discussions within faculty online learning communities

Year: 2019

Type: conference-paper

Abstract: We present analysis of an exemplary case of rich and extended pedagogical reasoning about energy representations among physics faculty participating in the Next Generation Physical Science and Everyday Thinking Faculty Online Learning Community (FOLC).Our analysis is driven by the question, "What drives and sustains this prolonged and substantive pedagogical discussion?"We argue that this discussion was partially sustained through two factors: (1) the substantive confusion (for students and educators) that it generated and (2) the rich coordination of conceptual resources it involved.Some of this rich coordination of conceptual resources seems enabled by the common curriculum used among the educators in this FOLC.We suggest that these factors create opportunities for faculty to deepen their pedagogical content knowledge and critical reflectiveness.

Source: Physics Education Research Conference (PERC)

DOI: 10.1119/perc.2018.pr.turpen

Authors: Chandra Turpen, Fred Goldberg, Adriana Corrales, Edward Price

Institutions: University of Maryland, College Park, San Diego State University, California State University, San Marcos

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: National Science Foundation