The contribution concerns an empirical study carried out with a group of high school physics teachers involved in at distance master course on the teaching of modern physics. The main aim of the study is to reconstruct the “appropriation path” of an innovative teaching proposal (the Taylor and Wheeler’s approach for teaching special relativity), followed by the teachers from the perspective of designing their own paths for the class work. The focus on the appropriation phase in teacher education is argued to have a good potential for linking heuristic researches in teacher education and the issue of theory development in conceptual change.
De Ambrosis A., Levrini O. (2010). Can “conceptual change” be applied for interpreting teachers’ appropriation of innovative proposals?. LEUVEN : Katholieke Universiteit Leuven.
Can “conceptual change” be applied for interpreting teachers’ appropriation of innovative proposals?
LEVRINI, OLIVIA
2010
Abstract
The contribution concerns an empirical study carried out with a group of high school physics teachers involved in at distance master course on the teaching of modern physics. The main aim of the study is to reconstruct the “appropriation path” of an innovative teaching proposal (the Taylor and Wheeler’s approach for teaching special relativity), followed by the teachers from the perspective of designing their own paths for the class work. The focus on the appropriation phase in teacher education is argued to have a good potential for linking heuristic researches in teacher education and the issue of theory development in conceptual change.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
