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- W1488210450 abstract "In learning physics, the development of concepts and ways of reasoning is central. A moderate constructivist point of view says that knowledge cannot be transferred from the teacher to the learner. Learners have to develop concepts and ways of reasoning themselves. They can be supported by the learning environment teachers offer to them: supply of information and experiences that are relevant to concept development, discussions about meanings. Results from research tell that science education is not very successful in concept formation. Pupils do learn to use scientific words, but the meanings attributed often are very different from the accepted science meanings. That becomes overt in the conceptual difficulties learners meet: many pupils do not give the desired answers to questions that ask for conceptual understanding. They appear to stick to concepts and ways of reasoning that come from daily life experiences. In this paper, it is described how student teachers can be sensitised to the learners’ ways of reasoning, in order to use pupil thinking in a productive way, as a start for authentic physics learning. The same way goes for science teacher educators. If they want their student teachers to get sensitive to pupils’ ways of reasoning, they, in turn, have to listen carefully to their student teachers when they explain their views on teaching and learning science. This doubling idea is called the congruence principle (Korthagen 2001). The research methods used in the study reported here, are grounded in this principle. The central issue of the study is to identify the effects of tasks, in a succession from simple to complex teaching situations, that on the one hand promote the development of student teachers’ sensitivity to pupils’ ways of reasoning and on the other inform teacher educators about student teachers’ ways of reasoning." @default.
- W1488210450 created "2016-06-24" @default.
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- W1488210450 date "2003-01-01" @default.
- W1488210450 modified "2023-09-25" @default.
- W1488210450 title "Getting sensitive to the ways of reasoning of pupils as well as of student teachers" @default.
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