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• W2906176054 abstract "The Next Generation Science Standards (NGSS) call for K-12 science instruction that centers on and substantively takes up students' science ideas. In this paper, we explore the question, “What role might physics faculties play in preparing teachers in the era of NGSS?,” as we also consider our field's adage that “most teachers tend to teach as they were taught.” In particular, we propose the importance of teacher education experiences that take teachers' own physics ideas seriously. We argue that physicists can play a critical role in this work by designing and facilitating teacher preparation and professional development that (1) elevates and maintains a focus on teachers' physics ideas and (2) collaboratively subjects teachers' ideas to the kinds of tests to which we subject our own ideas. We ground these considerations in two illustrative episodes from our local context: Focus on Energy professional development for elementary teachers. We highlight particular professional development instructor moves that take teachers' ideas seriously, and we discuss questions and implications that emerge from our analysis. Although the focus of our analysis is on taking teachers' ideas seriously, we suggest that most of our arguments also apply to taking students' ideas seriously in pre-college and university physics courses." @default.
• W2906176054 created "2019-01-01" @default.
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• W2906176054 date "2019-01-01" @default.
• W2906176054 modified "2023-09-26" @default.
• W2906176054 title "Taking teachers' ideas seriously: Exploring the role of physics faculty in preparing teachers in the era of the Next Generation Science Standards" @default.
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• W2906176054 doi "https://doi.org/10.1119/1.5082286" @default.
• W2906176054 hasPublicationYear "2019" @default.
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