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1.
This article examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers
were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of
German Didaktik and Shulman’s theory of teacher knowledge were used in order to understand the results. The results show that
the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge
of the best instructional methods, while in Shulman’s categorization it belongs to the category of representations, strategies,
and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher
education, such as a holistic view of instructional approaches. 相似文献
2.
Khajomsak Buaraphan 《美中教育评论》2011,(2):137-148
Understanding of NOS （nature of science） appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers＇ conceptions of NOS. This study used the MOSQ （myths of science questionnaire） to explore 17 pre-service physics teachers＇ conceptions of NOS. Commonly, these pre-service teachers expressed misunderstandings about NOS with respect to： （1） the relationship between theory and law; （2） science as cumulative; （3） subjectivity in science; （4） the scientific method; and （5） the relationship between science and technology. Science educators should consider and utilize these common misunderstandings as a basis of curricular framework for further improving pre-service physics teachers＇ understanding of NOS. 相似文献
3.
ＨａｌｌｉｄａｙＲｅｓｎｉｃｋ的基础物理学ＦｕｎｄａｍｅｎｔａｌｓｏｆＰｈｙｓｉｃｓ至２００１年已经出了第六版。我们从２０世纪７０年代接触Ｐｈｙｓｉｃｓ和８０年代后使用ＦｕｎｄａｍｅｎｔａｌｓｏｆＰｈｙｓｉｃｓ ,特别是近三年来在教学中使用该书 ,深感这是一本比较好的教材 ,也容易为我国的教师和学生所接受。下面是我们在使用该书过程中的几点认识和该书的内容简介。(１)该书近２０年来有不少改进 ,如加大了近代物理部分 ;且涉及到比较前沿的问题 ,如夸克、大爆炸等。前几版在光学中也未讲偏振 ,现在已在电磁波（第３４章… 相似文献
4.
As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current
(DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school
physics teachers. These interviews explored teachers’ perceptions of difficulties in student learning and their own teaching
of DC electricity, their uses of models and analogies in this teaching, and their own understandings of the concepts of DC
electricity. Eight high school physics teachers from the Australian state of Victoria were interviewed: three who had a strong
focus on student understanding in their classrooms and five who used more traditional approaches. We also interviewed three
authors of textbooks then currently used in senior high school physics in Victoria, all of whom were also teachers of high
school physics. All but one of these eleven interviewees was a very experienced teacher of DC electricity at the senior high
school level. The interview data are summarized and implications for curriculum and teaching/learning of electricity are considered.
There was a wide range of views among the teachers about the difficulties of both the concepts of DC electricity and the teaching
of these concepts, and about the nature of physics knowledge. A number of the interviewees revealed levels of conceptual understanding
that we see as of concern. Some of the teachers whose understanding causes us concern made clear early in the interview their
view that the concepts of DC electricity were essentially straight forward; in all cases these interviewees had by the end
of the interview reconsidered this position. 相似文献
5.
Ladewig Antonia Köller Olaf Neumann Knut 《European Journal of Psychology of Education - EJPE》2023,38(1):435-454
The German Physics Olympiad is an extracurricular science contest for students. Here, they have the opportunity to compete against other talented students, can do physics outside of school, and take a first step to more engagement in the domain. Yet, female students participate in the competition in fewer numbers and are disproportionally more likely to drop out of the contest earlier than the male students.
The present study hence explored the question to which extent the German Physics Olympiad provides a threatening environment for female contestants’ intentions of persisting in physics. A total of 298 participants (28% female) were surveyed with respect to stereotype and social identity threat, as well as gender identification and sense of belonging as predictors of success expectations for and value of choosing to study physics. Success expectations and value of choosing to study physics were used as a measure for career intentions within the expectancy-value model.
The results support the conclusion that the contest presents an equally supporting environment for female and male participants. We found no gender differences in success expectations for and value of studying physics. Sense of belonging and gender identification significantly predicted success expectations but not value of choosing to study physics. Female participants in the German Physics Olympiad were also neither affected by stereotype threat nor by social identity threat in their sense of belonging or gender identification.
相似文献6.
Delia Marshall 《International Journal of Science Education》2013,35(10):1255-1268
This article reports on a phenomenographic‐based study of the expectations of teaching among undergraduate physics students. Data are drawn from a range of course‐contexts at each of two quite different universities — one South African and one Swedish — and five qualitatively different expectations of physics teaching are identified and exemplified. These range from presenting knowledge to facilitating personal development and agency. Implications of possible mismatches between students’ and lecturers’ expectations of physics teaching are discussed in relation to students’ learning experiences. 相似文献
7.
Wulff Peter Buschhüter David Westphal Andrea Nowak Anna Becker Lisa Robalino Hugo Stede Manfred Borowski Andreas 《Journal of Science Education and Technology》2021,30(1):1-15
Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in... 相似文献
8.
There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, while accounting for prior attainment and gender (both well-known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. While it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at General Certificate of Secondary Education, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially among girls) that physics is a particularly difficult subject. 相似文献
9.
Mehmet Sahin 《Journal of Science Education and Technology》2010,19(3):266-275
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and
conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about
physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55,
traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning
and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS)
and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and
conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the
traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs.
A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like
beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the
semester. Suggestions are presented regarding the implementation of the PBL approach. 相似文献
10.
佚名 《英语大王(小学)》2011,(5):7-7
译文：在一堂物理课上，老师问学生们一个问题：“打雷的时候，为什么我们是先看到闪电，再听到打雷声呢？”就在其他学生冥思苦想时，萨姆举起了手。 相似文献
11.
刘洪毓 《中学英语园地(高三版)》2005,(2)
MissRosetaughtphysicsinaLondonschool.Lastweekshewasex-plaining(讲解)tooneofherclassesaboutsound,andshedecidedtotestthemtoseehowsuccessful(成功的)shehadbeeninherwork.Shesaidtothem,“Now,IhaveasisterinWashington.IfIwascallingheronthetelephone,andatthesametimeyouwere20metresaway,andlistenedtomefromtheothersideofthestreet,whocouldhearwhatIsaidearlier,mysisteroryou,andwhy?Thecleverestboyatonceanswered,“Yoursister,MissRose,becauseelec-tricity(电)travelsfasterthansoundwaves(声波).”“Thatsveryg… 相似文献
12.
佚名 《英语大王(小学)》2007,(3)
二阿、肠甲:叭巾即it thunders，why do we see the fore hearing the thunde口什么我们总是先看到闪电丁尹A Physics Question@佚名
@陈烨霓$我们的工作室~~ 相似文献
13.
In mathematics education, a vast amount of research has shown that students of different ages have a strong tendency to apply
linear or proportional models anywhere, even in situations where they are not applicable. For example, in geometry it is known
that many students believe that if the sides of a figure are doubled, the area is doubled too. However, also history of science
provides several cases of thinkers who inadequately postulated linear relations to describe situations. This article focuses
on secondary school students’ over-reliance on linearity in physics. Now and then, science educators report students’ tendency
to assume and impose linear relations in physics, but—as far as we know—no substantial efforts were undertaken to study this
phenomenon systematically. We conducted an empirical investigation aimed at identifying the competence of 8th- and 11th-graders—before
and after being taught the relevant physical topics—to qualitatively grasp various situations in physics, as well as their
tendency to quantify that qualitative insight linearly. The results provide an ambivalent picture of students’ overuse of
linearity in physics: Although linear reasoning is sometimes used as a default strategy, even after instruction that addresses
the relevant physical contents, this study also indicates that context is taken into account more often than is suggested
by research on mathematical problem solving. 相似文献
14.
Uwamahoro Jean Ndihokubwayo Kizito Ralph Michael Ndayambaje Irénée 《Journal of Science Education and Technology》2021,30(5):706-718
Journal of Science Education and Technology - In this study, we used a research tool for measuring students’ conceptual understanding in optics, the Geometrical Optics Conceptual... 相似文献
15.
Dimitris K. Psillos Peter F.W. Preege Donald A. Bligh Odisseas Valassiadis 《Research in Science & Technological Education》2013,31(2):127-130
The self‐esteem as physics teachers of students taking pre‐service physics teacher education courses was investigated before and after the courses. It was found that students who dropped out from the courses had lower self‐esteem than either the students who satisfactorily completed them or similarly qualified students who did not take the courses. There was some evidence that learning pedagogical theory enhances self‐esteem if it takes place after practical teaching experience but has the opposite effect when taught first, in the absence of any practical teaching experience. 相似文献
16.
K. Weltner H. Liebig D. Halbow U. Maichle H. Reitz G. Schönfeld 《International Journal of Science Education》2013,35(2):183-189
Summaries English This article describes the results of an extensive study, which examined the interests of intermediate‐level secondary students, from the State of Hesse in the Federal Republic of Germany, in aspects of physics and technology. Both boys and girls show greater interest in technological issues than in issues of pure physics. This distribution of interest is in contrast to the importance accorded to these subjects in school curricula. Children from rural areas seem to have a slightly better background of experiences involving knowledge of physics and technology than children from urban areas. A correlation was found to exist between out‐of‐school activities concerned with technology and the natural sciences, and academic achievement as measured by students’ physics grades. Girls display a general interest in natural phenomena which are not sufficiently covered by physics curricula. 相似文献
17.
This study proposes a multi‐dimensional approach to investigate, represent, and categorize students’ in‐depth understanding of complex physics concepts. Clinical interviews were conducted with 30 undergraduate physics students to probe their understanding of heat conduction. Based on the data analysis, six aspects of the participants’ responses were identified as nominal scales and designated as six dimensions in a multi‐axis (star) diagram to represent their in‐depth understanding of heat conduction. The results demonstrated a wide diversity of the participants’ in‐depth understanding of heat conduction. In addition, the proportions of participants’ naive ideas in the six dimensions were low, and many of them used some viable, sophisticated rules for explaining relevant phenomena of heat conduction. Furthermore, the patterns of the multi‐dimensional diagram illustrated that the participants who, across all dimensions, possessed scientifically accepted understanding performed better in the probes of their scientific explanations. This study also discusses the educational and instructional values of this multi‐dimensional analysis, and particularly highlights the importance of investigating students’ multi‐dimensional understanding to more fully account for the large variance in individual differences likely to be encountered in instructional settings. 相似文献
18.
Nahum Kipnis 《Science & Education》2009,18(3-4):349-382
Difficulties in learning Ohm’s Law suggest a need to refocus it from the law for a part of the circuit to the law for the whole circuit. Such a revision may improve understanding of Ohm’s Law and its practical applications. This suggestion comes from an analysis of the history of the law’s discovery and its teaching. The historical materials this paper provides can also help teacher to improve students’ insights into the nature of science. 相似文献
19.
A characterization of the modelling process in science is proposed for science education, based on Mario Bunge’s ideas about the construction of models in science. Galileo’s Dialogues are analysed as a potentially fruitful starting point to implement strategies aimed at modelling in the classroom in the light of that proposal. It is argued that a modelling process for science education can be conceived as the evolution from phenomenological approaches towards more representational ones, emphasizing the role of abstraction and idealization in model construction. The shift of reference of theories—from sensible objects to conceptual objects—and the black-box models construction process, which are both explicitly presented features in Galileo’s Dialogues, are indicated as highly relevant aspects for modelling in science education. 相似文献
20.
Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers’ knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers. 相似文献