Speaker
Patrick Diepenbroek
Description
The importance of drawing upon the daily-life views of students during colloquial classroom dialogue in physics education is widely recognised. Switching to the scientific jargon is important, but when and how to make this transition is not clear. Equally unclear is how many transitions are effective. A better understanding of what constitutes effective implementation of these transitions during classroom dialogue is achieved by means of collaborative designing lesson materials and implementing these in the classroom. This talk will present the outline for my study which will take place in the next four years.
| How would you like to present your contribution? | Hybrid from my own country (early in the conference day, best for Asia, Australia ...) |
|---|---|
| Target education level (primary) | Upper-secondary education |
Authors
Prof.
Jan Van der Veen
(Eindhoven School of Education)
Patrick Diepenbroek
Prof.
Wouter Van Joolingen
(Freudenthal Institute for Science and Mathematics Education)