Valuing student ideas morally, instrumentally, and intellectually

Robertson, A. D. (2016). Valuing student ideas morally, instrumentally, and intellectually. Proceedings of the 2015 Physics Education Research Conference (pp. 275-278). College Park, MD: American Institute of Physics.

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The importance of valuing student ideas in science education stands on firm empirical, theoretical, and moral grounds. However, the reasons for which one might value student ideas are often not explicitly distinguished, even if implicit distinctions are made in the literature. In this paper, I define and distinguish between three ways of valuing student ideas – moral, instrumental, and intellectual – and I suggest implications of these distinctions for teacher education and research.