@inproceedings{e0847d66dae045868a5bc301d5d9a998,
title = "Expanding student teachers{\textquoteright} implicit theories about explanations for the science classrooms",
abstract = "This study explored student teachers{\textquoteright} implicit theories about explaining for the science classroom in three courses at diverse universities. Based on microteaching situations, the participants simulated explanations and discussed the elements they considered relevant for giving peer feedback. This led to the design of rubrics for peer assessment, which expressed their implicit theories about what a good explanation for the science classroom would look like. The three rubrics are presented and discussed in the light of the connections between teachers{\textquoteright} thinking and practice. Shulman{\textquoteright}s ideas about professional teaching knowledge development, as well as negotiation of meaning, provide theoretical under-pinning for understanding and expanding student teachers{\textquoteright} thinking about explanations for the science classrooms.",
keywords = "Explanations, Implicit theories, Peer feedback, Science education",
author = "Cabello, {Valeria M.} and Impedovo, {Maria Antonietta} and Topping, {Keith J.}",
year = "2019",
month = jan,
day = "1",
doi = "10.1007/978-3-319-93882-0_29",
language = "English",
isbn = "9783319938813",
series = "Advances in Intelligent Systems and Computing",
publisher = "Springer Verlag",
pages = "292--305",
booktitle = "Advances in Human Factors in Training, Education, and Learning Sciences - Proceedings of the AHFE 2018 International Conference on Human Factors in Training, Education, and Learning Sciences, 2018",
address = "Germany",
note = "AHFE International Conference on Human Factors in Training, Education, and Learning Sciences, 2018 ; Conference date: 21-07-2018 Through 25-07-2018",
}