This study identified the accumulated distributions of the enacted discursive moves during classroom inquiry to demonstrate how a science teacher reacted to the existence of two mutually exclusive social languages: everyday social languages of the students vs. social languages of school science. The participants were a science teacher and 26…

Lectures are often thought of in terms of information transfer: students (do not) "get" or "construct meaning of" what physics professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not explain, for example, why students have a clear sense of understanding while they sit in a lecture…

The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…

This paper presents findings from an exploratory study into a science teacher education initiative that seeks to build the foundations on which novice teachers can begin developing their pedagogical content knowledge (PCK). The initiative involved the use of Content Representations (CoRes), which were originally developed as part of a strategy for…

Evaluates the introduction of in-class cooperative learning in a large lecture college physics sequence. Results indicate that cooperative learning sessions helped the students achieve at a higher level than expected. Concludes that in-class cooperative learning addressed student concerns about the learning environment and was perceived as an…

Microanalyzes graph use in lectures drawn from artifacts compiled from videotaping all lectures and seminars in a 13-week ecology course. Focuses on both the text and the gesture-related references made in the reading of a graph in an ecology lecture. Contains 36 references. (DDR)