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Obscuring Power Structures in the Physics Classroom: Linking Teacher Positioning, Student Engagement, and Physics Identity Development
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Hazari, Zahra; Cass, Cheryl; Beattie, Carrie – Journal of Research in Science Teaching, 2015
In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we…
Descriptors: Science Instruction, Physics, Learner Engagement, Comparative Analysis
The Long-Term Effect of Intensive Instruction on the Open Exploration Behavior of Ninth Grade Students.
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Wright, Emmett L. – Journal of Research in Science Teaching, 1981
Reports long-term effects of intensive instruction in the cue attendance or hypothesis generation on open-exploration behavior of 120 ninth graders. Five dependent measures included: number of observed details; number and quality of hypotheses; and number and diversity of questions. Results suggest long-term benefits. (Author/JN)
Descriptors: Cognitive Processes, Conflict Resolution, Cues, Discovery Learning