Is teacher‐reflected epistemology a source of conceptual difficulty in physics?
- 1 January 1992
- journal article
- research article
- Published by Taylor & Francis in International Journal of Science Education
- Vol. 14 (1) , 111-121
- https://doi.org/10.1080/0950069920140110
Abstract
In this paper it is argued that physics teachers, at all levels, need to pause and consider what epistemological overtones they are reflecting in their teaching. Transcripts from interviews with a group of graduated physics students are used to support the claim that teacher‐reflected epistemology may be a source of conceptual difficulty.Keywords
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