AAPT Abstract Archive

Abstract Information

  Session: Teacher Preparation and Enhancement
  Paper Type: Contributed
  Title: Exploring Technology-Enhanced Active Learning in Physics Teacher Education
  Meeting: 2014 Winter Meeting: Orlando, Florida
  Location: N/A
  Time: 5:00PM
  Author: Marina Milner-Bolotin, The University of British Columbia
6048224234, marina.milner-bolotin@ubc.ca
  Co-Author(s): Heather Fisher, Alexandra MacDonald
  Abstract: Active learning pedagogies, such as Peer Instruction (PI), have been proven to be effective in undergraduate physics teaching. However, they are still rare in secondary schools and in physics teacher education programs. One of the reasons for that is methods instructors' mistrust of the pedagogical effectiveness of multiple-choice conceptual questions. While modern educational technologies open opportunities for using open-ended questions in PI, multiple-choice conceptual questions in teacher education are still underutilized. In this study Peer Instruction pedagogy was supplemented by the use of a collaborative online system--PeerWise (PW) (peerwise.cs.auckland.ac.nz). PI&PW pedagogy allowed researchers to investigate the development of questioning skills in secondary teacher-candidates through the use of peer collaboration. We report on the effects of PI&PW implementation in a semester-long physics methods course on teacher-candidates' content and pedagogical knowledge, on their attitudes about active learning, and on willingness and ability to implement active learning pedagogy during their practicum.
  Footnotes: None
  Presentation: AAPT2014_TechnologyTeacherEducation_MilnerBolotin_Fisher_MacDonald_1.pdf

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