Question 37

In what way, if any, do you find students’ preconceptions about inertia help or hinder their physics understanding?

TEACHING STANDARD A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

• Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.

TEACHING STANDARD C:
Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

• Use multiple methods and systematically gather data about student understanding and ability.
• Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.

TEACHING STANDARD D:
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• Identify and use resources outside
  the school.

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

• Challenge students to accept and share responsibility for their own learning.
• Recognize and respond to student diversity and encourage all students to participate fully in science learning.
• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD E:
Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

• Display and demand respect for the diverse ideas, skills, and experiences of all students.

PROFESSIONAL DEVELOPMENT STANDARD A:
Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must

• Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.
• Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry.

PROFESSIONAL DEVELOPMENT STANDARD B:
Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must

• Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts.

ASSESSMENT STANDARD A:
Assessments must be consistent with the decisions they are designed to inform.

• Assessments have explicitly stated purposes.

CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of

• Motions and forces