English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates’ design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study

Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge