Resistance and Renewal: Promoting STSE Perspectives in Physics Teacher Education through Multi-Media Cases
Erminia Pedretti, Bencze Larry, Jim Hewitt, Lisa Romkey, OISE/University of Toronto, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The STSE movement has become part of curriculum documents and policies worldwide. However, STSE has made far less strides in practice. This research explores the implementation of a multi-media case method focused on STSE education in physics teacher education. Goals of our research were to determine: 1) physics preservice teachers' conceptions of STSE education, and associated pedagogies, and 2) the extent to which case methods can effectively change attitudes towards STSE education. Our findings suggest that although teacher candidates experienced increased confidence and self-efficacy, a number of powerful tensions emerged that led to some resistance. These tensions included issues around content, values education, and control. We suggest that physics teachers' socialization and ideology play an important role in their pedagogical practices and understandings of STSE. We conclude with recommendations for the use of multi-media cases as a way of illustrating images of the possible.
Pedretti, E., Larry, B., Hewitt, J. & Romkey, L. (2005). Resistance and Renewal: Promoting STSE Perspectives in Physics Teacher Education through Multi-Media Cases. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4492-4496). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)