Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis
To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments abo...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2007-12-01
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| Series: | Physical Review Special Topics. Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevSTPER.3.020110 |
| _version_ | 1819121172174864384 |
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| author | Charles Henderson Edit Yerushalmi Vince H. Kuo Kenneth Heller Patricia Heller |
| author_facet | Charles Henderson Edit Yerushalmi Vince H. Kuo Kenneth Heller Patricia Heller |
| author_sort | Charles Henderson |
| collection | DOAJ |
| description | To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning. |
| first_indexed | 2024-12-22T06:32:20Z |
| format | Article |
| id | doaj.art-0ff6d627bdb24af5bf176058424753db |
| institution | Directory Open Access Journal |
| issn | 1554-9178 |
| language | English |
| last_indexed | 2024-12-22T06:32:20Z |
| publishDate | 2007-12-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Special Topics. Physics Education Research |
| spelling | doaj.art-0ff6d627bdb24af5bf176058424753db2022-12-21T18:35:40ZengAmerican Physical SocietyPhysical Review Special Topics. Physics Education Research1554-91782007-12-013202011010.1103/PhysRevSTPER.3.020110Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysisCharles HendersonEdit YerushalmiVince H. KuoKenneth HellerPatricia HellerTo identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.http://doi.org/10.1103/PhysRevSTPER.3.020110 |
| spellingShingle | Charles Henderson Edit Yerushalmi Vince H. Kuo Kenneth Heller Patricia Heller Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis Physical Review Special Topics. Physics Education Research |
| title | Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis |
| title_full | Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis |
| title_fullStr | Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis |
| title_full_unstemmed | Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis |
| title_short | Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis |
| title_sort | physics faculty beliefs and values about the teaching and learning of problem solving ii procedures for measurement and analysis |
| url | http://doi.org/10.1103/PhysRevSTPER.3.020110 |
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