A3 Book section, Chapters in research books
Didactical Reconstructions in Knowledge Organization and Consolidation in Physics Teacher Education (2020)


Mäntylä, Terhi (2020). Didactical Reconstructions in Knowledge Organization and Consolidation in Physics Teacher Education. In Guisasola, Jenaro; Zuza, Kristina (Eds.) Research and Innovation in Physics Education : Two Sides of the Same Coin, Challenges in Physics Education. Cham: Springer, 79-89. DOI: 10.1007/978-3-030-51182-1_7


JYU authors or editors


Publication details

All authors or editors: Mäntylä, Terhi

Parent publication: Research and Innovation in Physics Education : Two Sides of the Same Coin

Parent publication editors: Guisasola, Jenaro; Zuza, Kristina

ISBN: 978-3-030-51181-4

eISBN: 978-3-030-51182-1

Journal or series: Challenges in Physics Education

ISSN: 2662-8422

eISSN: 2662-8430

Publication year: 2020

Pages range: 79-89

Number of pages in the book: 247

Publisher: Springer

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/978-3-030-51182-1_7

Open Access: Publication channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/71571


Abstract

Physics teachers have an essential role in forming the attitudes and conceptions of future citizens towards science and technology, as well as in educating the future generations of scientists. Therefore, the physics teacher education must guarantee the best available education to pre-service physics teachers; sound knowledge of physics should be combined with a good understanding of the didactical and pedagogical aspects of teaching and learning. The situation is often that after university physics courses, the pre-service physics teachers’ knowledge is still quite fragmented and incoherent. They also often lack the concept formation perspective to physics knowledge. I discuss here a research-based instructional approach that is developed for pre-service physics teachers for consolidating and organizing their subject matter content knowledge. In the core of the approach, graphical tools are called as didactical reconstructions of processes (DRoP) and structure (DRoS). The idea behind the reconstructions is that “new” physics knowledge is always constructed on the basis of previous knowledge. This leads to a network of quantities and laws, where the experiments and models construct the connections between the physics concepts. Finally, I discuss the implementation of didactical reconstructions in instruction and show that the didactical reconstructions help students to organize and consolidate their knowledge.


Keywords: didactics; teacher training; natural sciences; physics; scientific knowledge


Contributing organizations


Ministry reporting: Yes

Preliminary JUFO rating: 2


Last updated on 2020-01-09 at 10:58