Question 47

What are the common difficulties you encounter in teaching inertia?

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

• Focus and support inquiries while interacting with students.
• 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 A:
Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

• Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
• 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.
• Analyze assessment data to guide teaching.
• 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

• Create a setting for student work that is flexible and supportive of science inquiry.
• Make the available science tools, materials, media, and technological resources accessible to students.
• Engage students in designing the learning environment.

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.
• Model and emphasize the skills, attitudes, and values of scientific inquiry.

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.
• Build on the teacher's current science understanding, ability, and attitudes.

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

• Connect and integrate all pertinent aspects of science and science education.

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

• Motions and forces

PROGRAM STANDARD A:
All elements of the K-12 science program must be consistent with the other National Science Education Standards and with one another and developed within and across grade levels to meet a clearly stated set of goals.

• Curriculum frameworks should be used to guide the selection and development of units and courses of study.

Teaching practices need to be consistent with the goals and curriculum frameworks.