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Department-Level Representations: A New Approach to the Study of Science Teacher Cognition

2015; Wiley; Volume: 100; Issue: 1 Linguagem: Inglês

10.1002/sce.21186

1098-237X

Todd L. Hutner, Arthur B. Markman,

Mathematics Education and Teaching Techniques

Science EducationVolume 100, Issue 1 p. 30-56 Research Article Department-Level Representations: A New Approach to the Study of Science Teacher Cognition TODD L. HUTNER, Corresponding Author TODD L. HUTNER Department of Curriculum and Instruction, Austin, TX, 78712 USACorrespondence to: Todd L. Hutner; e-mail: thutner@gmail.comSearch for more papers by this authorARTHUR B. MARKMAN, ARTHUR B. MARKMAN Department of Psychology, The University of Texas at Austin, Austin, TX, 78712 USASearch for more papers by this author TODD L. HUTNER, Corresponding Author TODD L. HUTNER Department of Curriculum and Instruction, Austin, TX, 78712 USACorrespondence to: Todd L. Hutner; e-mail: thutner@gmail.comSearch for more papers by this authorARTHUR B. MARKMAN, ARTHUR B. MARKMAN Department of Psychology, The University of Texas at Austin, Austin, TX, 78712 USASearch for more papers by this author First published: 23 September 2015 https://doi.org/10.1002/sce.21186Citations: 8Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat ABSTRACT Research on science teacher cognition is important as findings from this research can be used to improve teacher training, leading to improved classroom practice. Previous research has often relied on two underlying assumptions: Cognition is an individual process, and these processes are detailed and introspective. In this paper, we put forth a complimentary model of cognition, drawing from theoretical assumptions suggesting (1) there exist social influences on the cognition of individuals and (2) cognitive processes are often less introspective than previously assumed. We then detail a method of data collection that we used to gather evidence in support of our complimentary model of teacher cognition. Results are consistent with the theoretical predictions of this model, suggesting the cognition of science teachers may be shaped by social and implicit influences. We then provide implications of our data collection method and theoretical framework. Finally, we provide directions for future research. Citing Literature Supporting Information Filename Description sce21186-sup-0001-OnlineAppendix.docx13.8 KB Online Appendix: Data Collection Instrument Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article. Volume100, Issue1January 2016Pages 30-56 RelatedInformation