My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education
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| Title: | My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education |
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| Language: | English |
| Authors: | Utter, Brian C., Paulson, Scott A., Almarode, John T., Daniel, David B. |
| Source: | Teacher Educators' Journal. Spr 2018 11:12-21. |
| Availability: | Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: http://ateva.org/?page_id=450 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Science Education, Science Instruction, Majors (Students), Teaching (Occupation), Career Choice, Concept Formation, Teaching Assistants, Physics, Teaching Methods, Learning Processes, Specialists, Evidence Based Practice, Scientific Concepts, Educational Research, Transfer of Training, Course Descriptions, Student Attitudes, College Students |
| Abstract: | We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that encountered by students in introductory physics classes. Similar to students learning many natural science concepts, science majors default to naïve theories of learning based on their own experiences and preferences, even when in conflict with educational research. Their demonstrated ability to analyze research on teaching and learning in the framework of the scientific method ultimately does not translate into acceptance of the outcomes as valid. We suggest a number of contributing factors. Recognizing the need to target conceptual change is critical in informing how we educate science students who are interested in teaching, whether as a profession or in a shorter-term capacity such as a graduate teaching assistant. It also suggests that an approach different from the way we typically teach science-education students is needed. |
| Abstractor: | As Provided |
| Number of References: | 9 |
| Entry Date: | 2018 |
| Accession Number: | EJ1174733 |
| Database: | ERIC |
| Abstract: | We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that encountered by students in introductory physics classes. Similar to students learning many natural science concepts, science majors default to naïve theories of learning based on their own experiences and preferences, even when in conflict with educational research. Their demonstrated ability to analyze research on teaching and learning in the framework of the scientific method ultimately does not translate into acceptance of the outcomes as valid. We suggest a number of contributing factors. Recognizing the need to target conceptual change is critical in informing how we educate science students who are interested in teaching, whether as a profession or in a shorter-term capacity such as a graduate teaching assistant. It also suggests that an approach different from the way we typically teach science-education students is needed. |
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