{"id":1472,"date":"2018-03-04T13:54:56","date_gmt":"2018-03-04T18:54:56","guid":{"rendered":"https:\/\/umaine.edu\/per\/?p=1472"},"modified":"2018-05-09T13:56:26","modified_gmt":"2018-05-09T17:56:26","slug":"elijah-peter-michael-publish-teacher-knowledge-acceleration","status":"publish","type":"post","link":"https:\/\/umaine.edu\/per\/2018\/03\/04\/elijah-peter-michael-publish-teacher-knowledge-acceleration\/","title":{"rendered":"Elijah, Peter, and Michael publish on teacher knowledge of acceleration"},"content":{"rendered":"

Middle School Physics Teachers’ Content Knowledge of Acceleration<\/a><\/b><\/p>\n

Elijah Tabachnick, Peter Colesworthy, and Michael C. Wittmann
\nPhysics Education Research Conference Proceedings 2017<\/p>\n

In the “speed model” of accelerated motion, the terms “speeding up” and “slowing down” are equated with positive and negative acceleration, respectively. As part of the Maine Physical Sciences Partnership, we have investigated middle school physical science teachers’ understanding of accelerated motion in the context of using vectors as a pictorial tool for kinematics and found a high prevalence of the speed model. Through surveys, interviews, and observation of professional development activities, we have found that the teachers consistently use the correct mathematical tools to talk about displacements and velocities, and correctly use vectors to represent displacements, velocities and accelerations. However, when interpreting the acceleration of an object, teachers often use the speed model, which contradicts their other work. We discuss this result and present two conjectures about its possible origin.<\/p>\n

Physics Education Research Conference 2017
\nPart of the PER Conference series
\nCincinnati, OH: July 26-27, 2017
\nPages 384-387<\/p>\n

DOI: 10.1119\/perc.2017.pr.091<\/p>\n

Link to UMaine PERL article archive: \u00a0Tabachnick Colesworthy Wittmann on teacher knowledge of acceleration<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Middle School Physics Teachers’ Content Knowledge of Acceleration Elijah Tabachnick, Peter Colesworthy, and Michael C. Wittmann Physics Education Research Conference Proceedings 2017 In the “speed model” of accelerated motion, the terms “speeding up” and “slowing down” are equated with positive and negative acceleration, respectively. As part of the Maine Physical Sciences Partnership, we have investigated […]<\/p>\n","protected":false},"author":210,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[5],"tags":[],"class_list":["post-1472","post","type-post","status-publish","format-standard","hentry","category-papers"],"yoast_head":"\nElijah, Peter, and Michael publish on teacher knowledge of acceleration - Physics Education Research Laboratory - University of Maine<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/umaine.edu\/per\/2018\/03\/04\/elijah-peter-michael-publish-teacher-knowledge-acceleration\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Elijah, Peter, and Michael publish on teacher knowledge of acceleration - Physics Education Research Laboratory - University of Maine\" \/>\n<meta property=\"og:description\" content=\"Middle School Physics Teachers’ Content Knowledge of Acceleration Elijah Tabachnick, Peter Colesworthy, and Michael C. Wittmann Physics Education Research Conference Proceedings 2017 In the “speed model” of accelerated motion, the terms “speeding up” and “slowing down” are equated with positive and negative acceleration, respectively. 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