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1.
This paper is centred on twentieth century philosophers of science. I will examine how they have influenced current physics educational research by others and myself. I will also examine how I have introduced a study of these philosophers in several courses including the calculus-based introductory physics course on optics and modern physics. Students study one philosopher all semester as a group project and report regularly on how their philosopher would view the subject matter of the course. As a consequence of this use of philosophers of science, the students seem to have made a marked improvement in their critical thinking skills and in their grasp of the underlying concepts of the subject matter of the courses. 相似文献
2.
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
3.
Calvin Kalman 《Science & Education》2010,19(2):147-163
This paper is centered on getting students to understand the nature of science (NOS) by considering historical material in
relation to modern philosophers of science. This paper incorporates the methodology of contrasting cases in the calculus-based
introductory physics course on optics and modern physics. Students study one philosopher all semester as a group project and
report regularly on how their philosopher would view the subject matter of the course. Almost all of the students were able
to argue successfully on the final examination about all three philosophers. Students become aware that the same textual material
can be viewed in a variety of ways. The answers that students give about the NOS have become clearer at the end of the course. 相似文献
4.
Cognitive performance on “An Inventory of Piaget's Developmental Tasks” (IPDT) was related to the Scholastic Aptitude Tests and performance in both college chemistry lecture and laboratory classes. The IPDT is a valid and reliable 72-item, untimed, multiple-choice paper-and-pencil inventory. It has 18 subtests grouped into five problem areas representing different Piagetian tasks. Subjects (n = 225) from two different levels of introductory chemistry courses participated. IPDT scores were significantly correlated with SAT and placement data. In overall Piagetian development, “A” students rated higher than others. Performance in classification and proportional reasoning problem areas correlated with course achievement, particularly for higher-level students. Weakest areas of development were indicated by subtest scores and are described with implications for course performance. Finally, Piagetian tasks were related to learning and instructional activities in introductory chemistry classes and are discussed. 相似文献
5.
陈丽晶 《乐山师范学院学报》2014,(4):117-120
"中国梦"科学内涵对大学生理想信念的培育有着重要的指导作用。通过分析大学生个人理想与"中国梦"的内在契合性,提出引导大学生在学习中坚定"中国梦",在感悟中凝聚"中国梦",在实践中践行"中国梦"的对策以加强和改进大学生理想信念教育。 相似文献
6.
文章首先介绍STS 背景下中学物理“情境—问题”教学模式的科学内涵及其操作方法;其次提出STS 背景下中学物理“情境—问题”教学模式的特色;最后讨论 STS 背景下中学物理“情境—问题”教学模式的意义,以期对中学物理教育理论研究和实践活动提供一些参考。 相似文献
7.
During their socialisation process, many girls gifted in physics acquire a reality construction inconsistent with their objectively measurable competencies. In comparison to boys they rate their action and problem solving competencies unrealistically low, which results, for example, in extremely low participation rates in scientific and technical studies and professions. For this reason differences in motivation and self‐related cognitions become the focus of interest in explaining achievement differences. The present study was carried out prior to initial physics instruction. Students in the 7th grade of the German Gymnasium (243 girls and 282 boys) were divided according to their KFT 4‐13+ results into “average”, “gifted” or “highly gifted groups”. Prior to commencement of physics instruction, boys in general, as well as gifted male and female students, already possessed more knowledge of physics and more favourable motivation for the subject than girls or male and female students of average ability. In addition, domain specific measures and self‐related cognitions were evaluated in accordance with Dweck's model of achievement motivation. 相似文献
8.
Diane Atkinson Gorcyca William R. Kennan Marianne G. Stich 《Communication quarterly》2013,61(1):38-43
Language samples of college and middle‐aged respondents were syntactically analyzed in order to determine if the use of college students is appropriate for generalizations to other elements of the population. Multiple Discriminant Analysis was employed to determine correct classification of written language samples based on syntactic categories. Twenty‐two college‐aged subjects and 22 middle‐aged subjects responded to a TAT‐type photograph. The correct classification of college and middle‐aged subjects was 93.18%. A second MDA calculated on a three‐way distinction (college/nursing home employees/educators) yielded 90.91% discriminability. Utilizing a four‐way distinction (freshmen/sophomores/nursing home employees/ educators], the correct classification was 81.82%. Finally, an MDA calculated for male/female resulted in 68.18% discriminability. These results cast doubt on the validity of a “science of sophomores.” 相似文献
9.
Sarah C. O'Dowd 《Educational gerontology》2013,39(5):357-368
It has been asserted that standard scoring criteria of the Wechsler Adult Intelligence Scale (WAIS) vocabulary subtest may be insufficiently sensitive to differentiate between qualitatively superior and inferior responses of younger and older adults (Botwinick & Storandt, 1974). Alternative “qualitative” criteria, based upon the premise that a synonym response is superior to other forms of definition such as an explanation or illustration of word use, have been used in several previous studies which demonstrated apparent decline in vocabulary skills of older adults. The present research uses the proposed new qualitative criteria, testing both superior and average‐ability subjects from contrasting educational settings: a selective private university and a two‐year public college with an “open‐door” admissions policy. Within both educationally balanced groups of subjects older adults performed significantly better than the young, judged by either standard or qualitative criteria. Variables such as lifestyle, occupational history, and choice of college major appear to be related to variations in scoring patterns 相似文献
10.
We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011–2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences–oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning–based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major. 相似文献
11.
Matter and Interactions (M&I) has recently been adopted as a novel introductory physics course that focuses on the application
of a small number of fundamental physical principles to the atomic and molecular nature of matter. This study investigated
how five physics teaching assistants (TAs) developed professional knowledge for teaching from their teaching experiences.
Specifically, we explored what experiences influenced their knowledge development for teaching the innovative introductory
physics course, M&I. Through a qualitative, multiple case study research design, data was collected from multiple sources:
non-participant observations, digitally recorded video, semistructured interviews, TAs’ written reflections, and researchers’
field notes. As TA’s progressed through the semester, two experiences emerged as having a significant role in their development
of knowledge for teaching M&I: (1) setting teaching, learning, and curriculum goals for their classes; and (2) encountering
dilemmas of teaching and learning. The results of this study will contribute to future preparation of the innovative introductory
physics course as well as other college level science courses. 相似文献
12.
13.
大学物理是高等工程院校一门重要的基础必修课,然而目前大学物理教学过程中存在一定的问题。针对目前的情况,以南昌工程学院大学物理教学为例探讨了高等工程院校大学物理改革的思路,注重探讨了教学内容和教学模式等方面的改革。实践表明,适当进行改革有助于调动学生的积极性,有助于提高大学物理教学质量。 相似文献
14.
15.
Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly. 相似文献
16.
Efforts to ameliorate gender disparity in pursuit of science careers in the USA have focused on equalizing girls' participation in pre-college science courses and out-of-school activities. Our examination of nearly 1500 US college students at 16 universities found that gender and preparation both have an impact on success in introductory college physics courses. In terminal, algebra-based physics females perform better than their male classmates. However, in calculus based introductory college physics courses, which are prerequisite to advanced study in many fields, women do significantly worse than their male counterparts with the same background. For both genders, taking a high school course that limits coverage and concentrates more time in in-depth study is associated with better performance in college physics. We conclude that efforts to ensure the success of women entering the physical sciences should concentrate on increasing the depth and reducing the vast coverage of most high school physics courses as well as addressing the apparent bias in college courses that mark the first step in careers within scientific research and engineering. 相似文献
17.
Michael S. Denny 《Learning & behavior》1975,3(3):245-249
Locomotor, resting, and feeding responses to four levels of environmental complexity were measured in a two-phase study. In a long-term free-choice testing situation (ad-lib phase), subjects (N = 20) demonstrated a marked preference for high complexity during “day” conditions. This preference, present in the patterns of resting and locomotor behavior, was partially preserved under “night” conditions. The patterns of feeding behavior were essentially independent of complexity preference. The same subjects in the discrete trial phase of the study chose high complexity most often in a four-choice testing situation. The apparent preference for high environmental complexity was interpreted as a shelter/relaxation seeking response elicited by the number or complexity of elements in the complexity area. Complexity seemed to reduce the arousal level of the subject, arguing against current arousal hypotheses which suggest that complex stimuli are attractive because of their arousal-inducing qualities. 相似文献
18.
基于理科课程的分科设置和学生一般能力形成的事实,结合成年人的认知体验,在解析学科与科学等系列概念间差异的基础上,本文提出学生大脑“自重整假设”及悟性学习是人类天然认知方式的观点。从引导学生的开悟方向入手,探讨如何提高理科学科核心素养共同成分“科学思维”的培养效率。以物理学科为例,从学科素养和科学素养融合发展的视角,细致梳理如何通过悟性学习使学生在科学思维、科学本质认识、科学方法等多方面获得提升。 相似文献
19.
Marjorie Darrah Roxann Humbert Jeanne Finstein Marllin Simon John Hopkins 《Journal of Science Education and Technology》2014,23(6):803-814
Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs. 相似文献
20.
Mehmet Karakas 《Journal of Science Education and Technology》2009,18(2):101-119
Study provides qualitative analysis of data that answers the following research question: how college science faculty teach science and NOS and incorporate aspects of NOS and the history of science into their undergraduate courses? Study concentrates on four cases and more specifically on three introductory science classes and on four instructors who taught those courses. These instructors were chosen as case studies to explore in greater detail what occurs inside introductory science courses in one particular higher institution in the Northeastern United States. Participants’ teaching styles are presented through a combined and detailed presentation of interview data and classroom observations supported with examples from their classroom activities. Constant comparative approach was used in the process of organizing and analyzing data. Findings revealed that participants preferred to use the traditional teacher-centered lecturing as their teaching style and whose main concern was to cover more content, develop the problem solving skills of their students, and who wanted to teach the fundamental principles of their subjects without paying special importance to the NOS aspects. The study also revealed that other variables of teaching science, such as large class size, lack of management and organizational skills, teaching experience, and instructors’ concerns for students’ abilities and motivation are more important for these scientists then teaching for understanding of NOS. 相似文献