Speaker
Dr
KK Mashood
(Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, India)
Description
We present a characterization of undergraduate physics teachers' approaches to the pedagogy of derivations. Six teachers were interviewed and to analyze the data, we are developing an analytical framework, comprising three categories: Algorithmic approach b) Representational approach and c) Model building approach. Analysis shows evidence of cohering clusters of practices and value systems. Based on this, we characterize teachers’ approaches as leaning primarily towards one of the posited categories. This study is part of a larger project aimed at making the learning of derivations more meaningful and creating a smooth transition from physics derivations to computational modeling and machine learning.
| How would you like to present your contribution? | Live in Košice (time slot to be allotted based on the programme) |
|---|---|
| Target education level (primary) | University education |
| Target education level (secondary, optional) | In-service teacher education |
Primary author
Mr
Prithu Raj Ghosh
(Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, India)
Co-authors
Dr
KK Mashood
(Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, India)
Prof.
Sanjay Chandrasekharan
(Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, India)
