cDescribe modifications for bilingual students.
dList opportunities for students to speculate on stereotypes that exist within the fieldin this example—the physical
sciences.
12 Homework—make sure that it addresses two goals: strengthens this lesson and prepares students for the next lesson.
Describe the guidance that you will provide to the students.
APPENDIX CExamples of student writing coded for specific categoriesCoding category Evidence of understandingEvidence of confusionaan ability to differentiate between
observations and explanations
Galileo observed that when objects were
dropped from a higher elevation they left
a deeper impression in the sand
pile driver.Galileo observed object falling
at constant accelerationban ability to differentiate between
explanations and predictions;
Mayer explained that the difference
between Cpand Cvfor gases was
due to the additional work that needs
to be done on the gas when it
expands at constant pressure.Mayer predicted the difference
between Cpand Cvbecause of
the work done.can ability to differentiate between
observational and testing experiments;
Joseph Black observed that the heat
needed to warm up the same mass by
the same number of degrees was much
less for quicksilver than for water. He
found this surprising as quicksilver was
denser than water.Joseph Black was testing quicksilver
and water for the amount of heat they
need to change the temperature by
1 degree.dan ability to relate the testing e
xperiment to the prediction;
Galileo predicted that the distance that
the ball rolling down an inclined plane
will increase as 1, 3, 5 units for each
successive unit of time. The prediction
was based on the idea that objects fall
at constant acceleration and the
assumption that rolling down the plane
is similar to falling.Galileo predicted that the balls
would roll down at the same
acceleration.eexplicit hypothetico-deductive
reasoningif, and, then, but or
and, therefore
Ampere reasoned that if two currents
behave like magnets and he placed them
next to each other, then they should repel
when the currents are in the opposite direc-
tion and attract when are in the same direc-
tions.APPENDIX D: COURSE WORKSee separate auxiliary material for the course syllabi, examples of class assignments, and student work. 1 National Research Council,National Science Education Stan-
dardsNational Academy Press, Washington, D.C., 1996.
2 National Commission on Mathematics and Science Teaching
for the 21st Century. Before It’s Too LateNational Academy
Press, Washington, D.C., 2000.
3 L. S. Shulman, Knowledge and Teaching: Foundations of the
New Reform, Harv. Educ. Rev. 57 ,1 1987 .
4 American Association for the Advancement of Science,Blue-
prints for Reform; Science, Mathematics and Technology Edu-cation: Project 2061Oxford University Press, New York,
1998 .
5 L. C. McDermott, Millikan Lecture 1990: What we teach and
what is learned–Closing the gap,Am. J. Phys. 59 , 301 1991 .
6 L. C. McDermott, A perspective on teacher preparation in
physics and other sciences: The need for special science
courses for teachers,Am. J. Phys. 58 , 734 1990 .
7 J. H. van Driel, N. Verloop, and W. de Vos, Developing science
teachers pedagogical content knowledge,J. Res. Sci. Teach.EUGENIA ETKINA PHYS. REV. ST PHYS. EDUC. RES. 6 , 020110 2010
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