Abstract

Abstract:

Education research in chemistry, mathematics, and physics tends to focus on issues inherent to the discipline, most notably content. At this time, little literature evidence exists that documents fruitful collaborations between education specialists across the STEM disciplines. This work seeks to unite the disciplines by investigating a common task: teaching. This study explores how discipline-specific practices influence the common act of reformed teaching pedagogy with a focus on the use of inquiry. We seek to identify commonalities among classroom teaching practices in these disciplines and contribute to the development of analytical tools to study STEM teaching.

Publication Date

2-2012

Publisher

SPECIAL INTEREST GROUP OF THE MATHEMATICS ASSOCIATION OF AMERICA (SIGMAA) FOR RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION

Document Type

Conference Proceeding

Rights

Copyright 2012 left to authors All rights reserved

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