PEDAGOGICAL FALLACIES IN TEACHING PHYSICS

Toward an Analytic Framework of Physics Teaching Assistants’ Pedagogical Knowledge

Graduate Teaching Assistants (TAs) are the subject of increasing attention in education research, both as partners in supporting the goals of research-based curricula, and as future faculty learning about the nature of physics instruction. In previous work [1], we began documenting TA beliefs and presented two contrasting case studies of TA beliefs about teaching physics. In this paper, we begi...

Software Visualization As A Pedagogical Tool: Redressing Some ITS Fallacies

The long-term future of Intelligent Tutoring Systems (ITSs) for the teaching of programming is severely hampered by weaknesses which prevent ITSs from scaling up to cater for either a wide audience or a broad curriculum. The weaknesses include an emphasis on toy examples, the use of instruction-based (as opposed to guided discovery-based) teaching, a lack of attention to user interfaces, and th...

Using Trade Books in Teaching Elementary Science: Facts and Fallacies

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Mining Teaching Behaviors from Pedagogical Surveys

Online Instructors: Andragogical or Pedagogical Teaching?

This study investigates the andragogical and pedagogical teaching philosophies of online instructors at the California State University, Long Beach in the Spring Semester of 2010. Drawing from reflective adult education theory, this article proposes a new model for this reflective adult education theory. It is either the helping relationship (andragogical philosophy) or the directing relationsh...