Document Type
Article
Publication Date
2-2022
Publication Title
The Physics Teacher
Publisher
AAPT
DOI
https://doi.org/10.1119/5.0021977
Abstract
Learning in the classroom is highly influenced by the experiences a teacher plans for students. Concerned that students were not achieving adequate conceptual knowledge during traditional undergraduate physics courses, the authors used the Making Sense of SCIENCE curriculum to tailor a course for 21 pre-service elementary teachers at the University of Mississippi. The organization of instruction, facilitation practices, discussion opportunities, and assessment of content are all important aspects of the learning process. We found the changes we implemented significantly impacted the learning of students enrolled in this course.
Recommended Citation
Whitney Jackson, Lauren A. Simpson, and Brooke A. Whitworth , "Talking Is Thinking: Supporting Student Sense-Making Through Discourse and Assessment", The Physics Teacher 60, 90-93 (2022) https://doi.org/10.1119/5.0021977