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 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Preservice Physics Teacher’s Pathway of Pedagogical Content Knowledge Development in a Physics Methods Course: A Case Study) ผู้เขียน: นายขจรศักดิ์ บัวระพันธ์, อาจารย์ , ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractA study was conducted to explore the third-year preservice physics teachers’ development of pedagogical content knowledge (PCK) in the physics methods course offered in the second semester of the 2004 academic year at one Rajabhat University in Bangkok. A case study of Julie’s development of PCK was presented in this article. A multi-method evaluation was employed to collect data: pre- and post-lesson plans of force and motion; semistructured group interviews about written cases; observation of, and semistructured interview after, micro-teaching; and collection of related documents. The data was analyzed using a constant comparative method. The results revealed that Julie developed more understanding of each component of PCK in various degrees depending on her prior knowledge and experience. She also became aware of the importance of integrating components of PCK for effective teaching. The periods of PCK modeling of force and motion and micro-teaching were regarded as the important parts of a methods course which aimed for PCK development. |
หัวเรื่อง:การสำรวจแนวคิดเกี่ยวกับฟิสิกส์ของนักศึกษาฝึกประสบการณ์วิชาชีพครู ผู้เขียน: Khajornsak Buaraphan,, นางเพ็ญจันทร์ ซิงห์, รองศาสตราจารย์, ดร.วรรณทิพา รอดแรงค้า, ศาสตราจารย์ สื่อสิ่งพิมพ์:pdf AbstractTo explore the preservice physics teachers' physics concepts and categorize those concepts with respect
to scientific concepts, thirty three preservice physics teachers from seven teacher colleges all over Thailand
were asked to complete the Physics Concept Test (PCT). The test is consisted of the following main areas:
mechanics, wave, electric and magnetic fields, thermodynamics, electromagnetic wave, and atomic physics
and physics nuclear. The results revealed that the preservice physics teachers' concepts varied from scientific
concepts, alternative concepts, to incorrect concepts. From this, most of the preservice physics teachers had
alternative conceptions on all main areas. |
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