Publication: From Familiar Analogs to Higher Order Thinking: Effects of Training Scientists in the Use of Teaching Analogies
From Familiar Analogs to Higher Order Thinking: Effects of Training Scientists in the Use of Teaching Analogies
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Petchey, S., & Niebert, K. (2022). From Familiar Analogs to Higher Order Thinking: Effects of Training Scientists in the Use of Teaching Analogies. 459–465. https://doi.org/10.33683/dida.22.05.76
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The pedagogical training of science graduate teaching assistants (GTAs) could be a key element of change in the teaching practices of university STEM courses over time. Our course, Teaching Science at University (TSAU), focuses on university science pedagogies and centers assignment work around consideration of student prior knowledge and interests. Here we use qualitative content analysis to evaluate 75 course participants’ assignments on analogy design, specifically their choice of science concept and analog and their reflections on
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Petchey, S., & Niebert, K. (2022). From Familiar Analogs to Higher Order Thinking: Effects of Training Scientists in the Use of Teaching Analogies. 459–465. https://doi.org/10.33683/dida.22.05.76
