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.
SPECIAL INTEREST GROUP OF THE MATHEMATICS ASSOCIATION OF AMERICA (SIGMAA) FOR RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
Pazicni, S., Marrongelle, K. and Christensen, W. "Tackling Teaching: Understanding Commonalities among Chemistry, Mathematics, and Physics Classroom Practices." Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education. Stacy Brown, Sean Larsen, Karen Marrongelle, and Michael Oehrtman (Eds), 2012, Portland, Oregon. pp 517-521.
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