Bookcover of EMIT: EXPLICIT MODELING OF INTERACTIVE-ENGAGEMENT TECHNIQUES
Booktitle:

EMIT: EXPLICIT MODELING OF INTERACTIVE-ENGAGEMENT TECHNIQUES

for Physics Graduate Teaching Assistants and the Impact on Instruction and Student Performance in Calculus-Based Physics

VDM Verlag Dr. Müller (2009-09-01 )

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ISBN-13:

978-3-639-17883-8

ISBN-10:
3639178831
EAN:
9783639178838
Book language:
English
Blurb/Shorttext:
A novice learner’s experience is often determined by situations encountered during a problem task. Only a small part of that task can be understood at one time. As students actively participate in becoming more expert , the explicit model of interactive-engagement techniques (EMIT) method enables them to acquire new concepts in ways that facilitate entry into the culture of expertise. Development of conceptual understanding of basic content and process in science includes active communication between the instructor and student as well as between students. Active participation through student model-building occurs as students engage in context-rich learning scenarios. The negotiation process helps them become explicitly aware of their own learning (meta-cognition) and actively involves them in building concepts from prior knowledge, folding in what is newly understood. As students are given an opportunity to evaluate and negotiate, they are interactively guided by the instructor--whose active participation cements the learning and instills competence and confidence for future learning opportunities.
Publishing house:
VDM Verlag Dr. Müller
Website:
http://www.vdm-verlag.de
By (author) :
Cathy Mariotti Ezrailson
Number of pages:
168
Published on:
2009-09-01
Stock:
Available
Category:
Pedagogy
Price:
68.00 €
Keywords:
physics education teaching model, EMIT, Explicitly Modeled Interactive Techniques, physics education research, TA training, physics reform, calculus-based physics, college physics recitation methods, Visual Physics, education research, teaching materials, interactive-engagement, interactive engagement, inquiry methods, science education research, student-centered teaching methods, cooperative group learning, Negotiation, RTOP assessment, MPEX assessment, controlled study of physics teaching methods, analyzing scientific reasoning, cognitive apprenticeship, interactive teaching, active teaching methods, revealing student thinking, eliciting student thinking, impacts of the nature of science on learning, teaching models, mentor TA, comparing traditional to reformed teaching methods, novice Vs expert practice, problem solving techniques, nature of problem solving, model building in physics, designing solutions to physics problems, multiple representations of model building, TA beliefs about the nature of physics, nature of science, nature of science teaching, nature of physics teaching, interactive simulations in physics teaching, concept-rich problem solving, context-rich problem solving, Minnesota Model, focusing questions during problem solving, negotiation in problem solving, physics recitation, Cognitive Apprenticeship model, Giere''s perspectival model applied, assessment using the FCI, comparison of TA and student interactions, TA, GTA, physics education research groups, teaching materials, science education research, controlled study of physics teaching methods, interactive teaching, eliciting student thinking, nature of science teaching, focusing questions during problem solving, physics recitation, physics education research groups

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