How physics teachers approach innovation: An empirical study for reconstructing the appropriation path in the case of special relativity

dc.creator	Anna De Ambrosis
dc.creator	Olivia Levrini
dc.date	2010-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:42Z
dc.date.available	2015-07-20T22:16:42Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/c5bb7b69f407494987bad35a2f25378c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18581
dc.description	This paper concerns an empirical study carried out with a group of high school physics teachers engaged in the Module on relativity of a Master course on the teaching of modern physics. The study is framed within the general research issue of how to promote innovation in school via teachers’ education and how to foster fruitful interactions between research and school practice via the construction of networks of researchers and teachers. In the paper, the problems related to innovation are addressed by focusing on the phase during which teachers analyze an innovative teaching proposal in the perspective of designing their own paths for the class work. The proposal analyzed in this study is Taylor and Wheeler’s approach for teaching special relativity. The paper aims to show that the roots of problems known in the research literature about teachers’ difficulties in coping with innovative proposals, and usually related to the implementation process, can be found and addressed already when teachers approach the proposal and try to appropriate it. The study is heuristic and has been carried out in order to trace the “appropriation path,” followed by the group of teachers, in terms of the main steps and factors triggering the progressive evolution of teachers’ attitudes and competences.
dc.language	English
dc.publisher	American Physical Society, APS
dc.relation	http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020107
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 6, Iss 2 (2010)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	How physics teachers approach innovation: An empirical study for reconstructing the appropriation path in the case of special relativity
dc.type	article