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1.
This paper reports an evaluation of the physics course at Dickson College (ACT) looking at students' high school experience,
their expectations before beginning and their impressions and feelings during the course. In general, students seem to have
a fairly negative approach to physics, enrolling for a variety of often vague utilitarian reasons but with little expectation
of enjoyment or interest. These opinions were most prevalent in girls who tend to find the content difficult and the course
as a whole uninteresting. There is also a significant difference between girls and boys in their response to different types
of assessment items. In an attempt to enhance the level of interest and enjoyment in students we have been phasing in a more
‘conceptual’ approach to the teaching of physics.
Specializations: senior Physics, Chemistry and Biology. 相似文献
2.
Paul McColl 《Research in Science Education》1993,23(1):183-188
This paper examines an approach to the teaching of a year 12 Physics topic from within an historical setting. The Victorian
Physics course requires teachers to cover each topic within some particular prescribed context, so that the everyday relevance
of physics or its interrelationships with other fields of endeavour can be demonstrated. The Light and Matter topic specifies
only one context: Landmark Developments. Rather than adopting a ‘names, dates and events’ approach which, for many understandable
reasons, most teachers seem to follow, the author has attempted to cover the history in greater detail and more holistically.
Specializations: history of physics, nature of science, construction of knowledge, social responsibility in science. 相似文献
3.
Ian A. Simpson Dr. Kevin P. Singer Dr. David Treagust Dr. Marjan G. Zadnik 《Research in Science Education》1990,20(1):316-323
This paper describes the development and evaluation of a course in physiotherapy whereby the physics fundamental to the modalities
of cold, heat and ultrasound therapies was integrated in lectures and actual physiotherapy activities. The design of the course
is described together with the perceptions of physiotherapy students regarding the organisation of the course, safety aspects
and how well the integration contributed to their understanding of the physics involved in electrotherapy.
Specialization: Physics education.
Specialization: electrotherapy.
Specializations: Diagnosis of student learning difficulties and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: Material science, isotope studies, physics education. 相似文献
4.
In Victoria, students intending to become physics teachers must choose to study physics in the final two years of high school,
and then for at least two years at tertiary level. For those who have not taken this route there has been little access to
the study of physics at a tertiary level and to a career in physics teaching. The Graduate Diploma in Physics and Education
at La Trobe University offers graduates who have not studied physics as part of their undergraduate degree an opportunity
to train as physics teachers.
Implementation of the diploma has entailed a re-examination of the content and teaching style of undergraduate physics. In
this paper, the course structure as a whole will be outlined and the physics taught as part of the diploma described. The
preliminary results of the on-going course evaluation will be presented.
Specializations: Physics education, gender and science teaching.
Specializations: Physics education. 相似文献
5.
A structural equation model of conceptual change in physics 总被引:1,自引:0,他引:1
A model of conceptual change in physics was tested on introductory‐level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre‐ to post‐administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901–918, 2011 相似文献
6.
Dr. Manuela Welzel 《Research in Science Education》1997,27(3):383-394
During the 1970s, student-centred instruction—that is, “play orientation in physics education” (Spielorientierter Unterricht)—was
at the centre of curriculum development at the Institute of Physics Education in Bremen. During the past decade, we investigated
this kind of instruction with a particular focus on students' learning processes using a situated cognition perspective. Our
research group at the Institute conducted several empirical studies of physics learning for different age groups. The aim
of these case studies was to construct detailed understandings of how individual learning processes unfold. On the basis of
these studies, we attempt to design physics lessons more effectively than they have been in the past. This paper exemplifies
our approach providing information about the theoretical and methodological frameworks, the main outcomes of our studies;
and reflections about the possibilities for “more effective” student-centred instruction. 相似文献
7.
Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
8.
9.
Dr. Diane Grayson 《Research in Science Education》1994,24(1):102-111
Numerous studies have shown that students often hold conceptions that conflict with accepted scientific ideas, both prior
to and after instruction. The failure of instruction to affect students' conceptions can be interpreted as a failure to facilitate
conceptual change. In this paper, an instructional strategy will be described that facilitates conceptual change in the special
case where conceptual difficulties appear to arise because students confuse related physics concepts. The strategy involves
two parts. Firstly, students observe an experiment or demonstration that conflicts with what they expect to see. Secondly,
the instructor identifies students' intuitions that are correct but that they have associated with an incorrect physics term,
and substitutes the correct physics term. Students can thus develop more scientifically acceptable understandings of physics
concepts without having to give up their intuitive ideas. The use of this strategy will be illustrated in two domains of physics.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
10.
11.
Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school. 相似文献
12.
Russell Tytler 《Research in Science Education》1994,24(1):338-347
A study of primary school children's explanations of a range of phenomena concerning air pressure revealed considerable fluidity
in their use of conceptions. A measure of consistency was developed and applied to children's written and oral explanations
in a range of contexts. While the results showed a general trend with age toward more abstract, ‘generalizable’ conceptions,
the notion of parsimony was found to be problematic on a number of levels. Children do not apply a single conception to a
phenomenon, but rather operate with multiple conceptions in their explanations, complicating the whole notion of consistency.
Moreover, as they develop and apply more advanced conceptions, children inevitably display temporary reductions in consistency.
These findings suggest a rather more complex model of conceptual advance than implied in the literature on ‘conceptual change’.
Specializations: children's science explanations, conceptual change, primary science teacher education, physics education. 相似文献
13.
Dr Keith Lucas 《Research in Science Education》1994,24(1):217-225
Students' responses to assessment tasks are likely to be affected by a range of factors including teaching approaches, the
nature of the curriculum, the nature of the assessment task, socialising influences, and perceptions of the teacher's assessment
objectives. This paper describes the perceptions of assessment practices held by senior physics students and their teacher
in one Brisbane school. The nature and rationale for these practices were inferred from an examination of school documents.
Congruences and dissonances between and within these indicators of physics assessment practices in the school are explored,
with particular reference to gender.
Specializations: science education, science teacher education, physics education. 相似文献
14.
Dahlia Saouma Mahmoud Natout Mona Nabhani 《Research in Science & Technological Education》2018,36(3):375-390
Background: This study investigates the role of figures of speech in the process of conceptual change in the physics classroom. Purpose: Its objectives are to examine what teachers and students perceive to be the advantages in using figures of speech in teaching physics concepts, what they perceive to be the challenges in using them, and how teachers use these in their classrooms to minimize the challenges faced. Sample We chose a purposive sample of 95 students and nine teachers of physics, in four schools in Lebanon. Design and methods: A mixed-method approach was used. Interviews were conducted with physics teachers; questionnaires were distributed to students, and non-participant classroom observations were carried out. Results: Teachers viewed figures of speech as a tool that helps them transmit abstract physics concepts to students in a simpler and concrete way. Questionnaires and non-participant observations revealed several examples of figures of speech used and the positive responses of students towards them. Conclusions: The study suggests several ways to overcome the drawbacks. This study highlights the urgent need for all stakeholders to work collaboratively to include figures of speech in the curriculum to enhance the process of conceptual change in the physics classroom. 相似文献
15.
Helen Ormiston-Smith 《Research in Science Education》1993,23(1):222-227
My Masters research project is a discourse analysis of physics textbooks. I am using the term ‘discourse’ in its sociological
sense rather than its linguistic sense. I have interpreted my endeavours to date as showing that there is a basic confusion
underlying the writing of textbooks. Whilst authors believe that they are revealing the universe to the student/reader, they
understand tacitly that more is required than just revelation. I wish to argue that the ‘more that is required’ would be more
readily constructed by authors if they understood that what they are doing is arguing a case: a case that scientific knowledge
is an effective and appropriate way of interpreting the world.
Specializations: physics education, physics textbooks, physics teacher education. 相似文献
16.
Dr. Andrew Baimba 《Research in Science Education》1992,22(1):30-37
Eight physics teachers from three research schools working in collaboration with the author developed, tried, and evaluated
a teaching module on “Force”. The module was designed for students in a non-western society, for whom there is no cultural
term that explicitly defines the concept. This paper describes illustrative examples of the trials and evaluation exercise
of the module. It concludes with a summary of the effects the teachers' interaction with the module had on their professional
development.
Specializations: Physics education, science education, education in developing countries. 相似文献
17.
18.
Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study
metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which
emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism
which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on,
student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed
problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they
were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented.
Specializations: metal accumulating plants biochemical education.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
19.
20.
Antonia Candela 《Cultural Studies of Science Education》2010,5(3):701-727
This is an ethnographic study of the trajectories and itineraries of undergraduate physics students at a Mexican university.
In this work learning is understood as being able to move oneself and, other things (cultural tools), through the space–time
networks of a discipline (Nespor in Knowledge in motion: space, time and curriculum in undergraduate physics and management.
Routledge Farmer, London, 1994). The potential of this socio-cultural perspective allows an analysis of how students are connected through extended spaces
and times with an international core discipline as well as with cultural features related to local networks of power and construction.
Through an example, I show that, from an actor-network-theory (Latour in Science in action. Harvard University Press, Cambridge,
1987), that in order to understand the complexities of undergraduate physics processes of learning you have to break classroom
walls and take into account students’ movements through complex spatial and temporal traces of the discipline of physics.
Mexican professors do not give classes following one textbook but in a moment-to-moment open dynamism tending to include undergraduate
students as actors in classroom events extending the teaching space–time of the classroom to the disciplinary research work
of physics. I also find that Mexican undergraduate students show initiative and display some autonomy and power in the construction
of their itineraries as they are encouraged to examine a variety of sources including contemporary research articles, unsolved
physics problems, and even to participate in several physicists’ spaces, as for example being speakers at the national congresses
of physics. Their itineraries also open up new spaces of cultural and social practices, creating more extensive networks beyond
those associated with a discipline. Some economic, historical and cultural contextual features of this school of sciences
are analyzed in order to help understanding the particular way students are encouraged to develop their autonomy. 相似文献