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6 results on '"Mulhall, Pam"'

1. Science Cases in Action: Developing an Understanding of Science Teachers' Pedagogical Content Knowledge.

Author

Loughran, John, Gunstone, Richard, Berry, Amanda, Milroy, Philippa, and Mulhall, Pam

Abstract

This paper describes the rationale for and progress in a substantial research project that aims to develop an understanding of science teachers' pedagogical content knowledge. The background to and purposes for the project are explained. Related projects that study pedagogical content knowledge (PCK) are also described. Approaches to identifying PCK are outlined, and an example is used to describe a new approach. (Contains 18 references.) (WRM)

Published
2000

2. Documenting Science Teachers' Pedagogical Content Knowledge through PaP-eRs.

Author

Loughran, John, Gunstone, Richard, Berry, Amanda, Milroy, Philippa, and Mulhall, Pam

Abstract

In coming to better value teachers' knowledge and practice, there is a need to be able to articulate and document what teachers know and are able to do. This is central in coming to understand pedagogical content knowledge (PCK). This paper presents a working understanding of PCK as it has emerged through a research project and describes the development of a method of documenting PCK, the Pedagogical and Professional-experience repertoire (PaP-eR). (Contains 14 references.) (WRM)

Published
2000

4. Helping Students Learn from Laboratory Work.

Author

Berry, Amanda, Mulhall, Pam, Gunstone, Richard, and Loughran, John

Abstract

Reports on how science teachers might work to improve their students' use of science process skills in ways that will contribute to their meaningful learning during laboratory activities. (Author/WRM)

Published
1999

5. CUP: Cooperative Learning That Works.

Author

Mills, David, McKittrick, Brian, Mulhall, Pam, and Feteris, Susan

Abstract

Presents the Conceptual Understanding Program (CUP) as a means of helping first-year university physics students overcome their misconceptions in mechanics. Students work on exercises alone, then in threes, and finally as a class, which has resulted in high levels of participation and satisfaction among students. This strategy can be implemented without major changes to a teaching program. (Author/WRM)

Published
1999

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