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Location:
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Kent |
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Date:
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Monday, Jan.21 |
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Time:
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9:00AM - 9:10AM
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Author:
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David E. Meltzer, University of Washington
206-543-3894,
dmeltzer@u.washington.edu
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Co-Author(s):
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None
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Abstract:
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I will discuss various issues related to "teacher effectiveness" and
its assessment, specifically in the context of using research-based,
guided-inquiry curriculum and instruction in pre-college classrooms.
Among the factors often identified as contributing to effectiveness are
(1) knowledge of content, (2) knowledge of science "process" skills
such as experiment design and analysis, (3) knowledge of "Nature of
Science" (practices and philosophies of the scientific community), (4)
pedagogical content knowledge (knowledge of issues related to learning
of specific concepts), (5) ability to apply general pedagogical
strategies that are relatively independent of specific content, and (6)
ability to implement effective methods while subject to institutional
and logistical constraints. I will discuss some of the mutual
interactions of these factors and the challenges they pose to making
valid overall assessments. *Supported in part by NSF PHYS-0108787
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Footnotes:
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None
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