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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
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
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  Data: 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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  Data: <searchLink fieldCode="SO" term="%22Teacher+Educators'+Journal%22"><i>Teacher Educators' Journal</i></searchLink>. Spr 2018 11:12-21.
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  Data: Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: http://ateva.org/?page_id=450
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  Data: 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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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1174733
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      – Text: English
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        PageCount: 10
        StartPage: 12
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Teaching (Occupation)
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Concept Formation
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      – SubjectFull: Teaching Assistants
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      – SubjectFull: Physics
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Processes
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      – SubjectFull: Specialists
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Educational Research
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      – SubjectFull: Student Attitudes
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      – SubjectFull: College Students
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      – TitleFull: 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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