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dc.contributor.advisorVolkmann, Mark J.eng
dc.contributor.authorWest, Andreweng
dc.date.issued2011eng
dc.date.submitted2011 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 22, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Mark Volkmanneng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2011.eng
dc.description"April 2011"eng
dc.description.abstractThe purpose of this study was to explore and identify the experiences that informed the development of three veteran (experienced) 9th-grade physics teachers' PCK for using representations to teach the topics of energy transformation and transfer. The primary sources of data were observations of an entire unit of instruction on energy and a series of four stimulated-recall interviews throughout the unit of instruction. The results of the phenomenographic analysis revealed that nine categories of experiences informed the development of the three participant's PCK for using representations to teach the energy topics. The categories included: 1) teaching experience, 2) Physics First PD, 3) other school district-supported PD, 4) collaboration with current colleagues, 5) past collaboration with experienced teachers, 6) academic experiences as a learner of science, 7) school district expectations, 8) collaboration with university faculty/other PD, and 9) non-academic life experiences. The analysis also revealed that as a result of engaging in the nine experiences, the participants developed more integrated PCK for using representations in their instruction. The results of the study highlight that the development of PCK for using representations is best supported through a combination of reflection on teaching experience, collaboration with colleagues, and professional development that provides topic-specific instruction in terms of content and pedagogy. Implications for pre-service teacher education and in-service PD are provided.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentxx, 357 pageseng
dc.identifier.oclc872561318eng
dc.identifier.urihttps://doi.org/10.32469/10355/15822eng
dc.identifier.urihttps://hdl.handle.net/10355/15822
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectpedagogical content knowledgeeng
dc.subjectscience educationeng
dc.subjectknowledge developmenteng
dc.subjectteacher educationeng
dc.titleThe development of veteran 9th-grade physics teachers' knowledge for using representations to teach the topics of energy transformation and transfereng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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