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1.
Concepts relating to outer space are difficult to grasp because we lack direct experience of this environment. We analysed students’ understanding of gravitation on Earth and beyond by testing the effect of training on it. In a pretest (T1), 28 seventh graders answered a questionnaire about space concepts. They all then underwent the same formal teaching at school, but half of them also went on a trip to a space museum. Students then responded to the questionnaire again (T2). We found that the students in the museum-going group made significant progress between T1 and T2. Most of them correctly predicted at T2 (unlike T1) that dropped stones would fall in planetary contexts. Moreover, the misconception linking air and gravity had disappeared by T2. We conclude that combining formal teaching with a trip to a museum helped the children in the present study to develop a more accurate scientific understanding of concepts that cannot be directly experienced.  相似文献   

2.
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms.  相似文献   

3.
在教学中使学生形成、理解物理概念,进而掌握物理规律,并使学生的物理学科能力得到发展,是中学物理教学的核心议题。研究发现,目前我国中学物理概念与规律的教学一直停留在创设物理情境、进行思维加工、理解物理意义和运用概念规律的经验层面,未能真正厘清学生形成物理概念与规律的认知机制,在一定程度上影响了中学物理教学的发展。为此,本文基于爱因斯坦的概念形成与发展理论、物理学知识—能力结构以及皮亚杰的认知理论,进一步深化与发展了物理概念与规律的教学理论,为在中学物理教学中落实物理学科核心素养提供了有益启示。  相似文献   

4.
Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple‐choice conceptual survey to investigate students’ understanding of introductory quantum physics concepts. We examined course syllabi to establish content coverage, consulted with experts to extract fundamental content areas, and trialled open‐ended questions to determine how the selected content areas align with students’ difficulties. The questions were generated and trialled with different groups of students. Each version of the survey was critiqued by a group of discipline and teaching experts to establish its validity. The survey was administered to 312 students at the University of Sydney. Using the data from this sample, we performed five statistical tests (item difficulty index, item discrimination index, item point biserial coefficient, KR‐21 reliability test, and Ferguson’s delta) to evaluate the test’s reliability and discriminatory power. The result indicates that our survey is a reliable test. This study also provided data from which preliminary findings were drawn on students’ understandings of introductory quantum physics concepts. The main point is that questions which require an understanding of the standard interpretations of quantum physics are more challenging for students than those grouped as non‐interpretative. The division of conceptual questions into interpretive and non‐interpretive needs further exploration.  相似文献   

5.
This research explores and compares primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students were more confident, but no more knowledgeable nor more secure in their PCK. We argue that confidence needs to be developed alongside knowledge. Teacher education programmes in physics should particularly concentrate on helping student teachers to teach difficult concepts in a meaningful and accessible way, developing positive attitudes alongside understanding and pedagogical skills.  相似文献   

6.
The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called ‘Einstein's elevator’ and ‘Einstein's train’ can function as tools in teaching basic concepts of the theory of relativity to upper secondary-level students. The above TEs were used in the form they are presented by Einstein himself and by Landau and Rumer in books that popularize theories of physics. The research sample consisted of 40 Greek students, divided into 11 groups of three to four students each. The findings of this study reveal that the use of TEs in teaching the theory of relativity can help students realize situations which refer to a world beyond their everyday experience and develop syllogisms according to the theory. In this way, students can grasp physics laws and principles which demand a high degree of abstract thinking, such as the principle of equivalence and the consequences of the constancy of the speed of light to concepts of time and space.  相似文献   

7.
Lebanese educators claim that middle and secondary school students exhibit poor understanding of genetics due to misconceptions and difficulties that hinder progression in conceptual understanding of major genetics concepts and phenomena across different grade levels. They attributed these problems to Lebanon’s ill-structured genetics curriculum which needs a thorough revision in light of curricular reform models that take into account student misconceptions, cognitive abilities, and past experiences. Despite these claims, no empirical tests were done. Consequently, this study aimed to investigate G7-12 Lebanese students’ misconceptions and difficulties in genetics in an attempt to design a curriculum that would enhance student understanding of genetics. Using quantitative and qualitative data collection methods, we obtained an in-depth understanding of the nature of the misconceptions and difficulties encountered by students in grades 7–12, determined the level of students’ genetics literacy, and explored the progression of their level of conceptual understanding of major genetics concepts across grade levels. A questionnaire was administered to 729 students (G7-12) in 6 schools and was followed by semi-structured interviews with 62 students to validate the questionnaire results, gain further understanding of students’ misconceptions, and assess their level of genetics literacy. Findings showed that patterns of inheritance, the deterministic nature of genes, and the nature of genetic information were found to be among the most difficult concepts learned. Students also showed inadequate understanding of many basic genetics concepts which persist across grade levels. Furthermore, results indicated that students across all grade levels exhibited a low level of genetics literacy. Implications for practice and research are discussed.  相似文献   

8.
This study reports on an investigation of students' understanding of the concept of weightlessness among intermediate, high school and college students. It appears possible to interpret this knowledge as being highly influenced by the confusion between two basic physics concepts, weight and gravitational force, which are often equated in a standard physics curriculum. The proposed causal structure of students' knowledge presents a platform for interpreting a cluster of students' alternative ideas about weight and related physical concepts. This platform could guide physics educators in their considerations of appropriate strategies for presenting weight and gravity topics in the classroom.  相似文献   

9.
The US National Science Education Standards and the Benchmarks for Science Literacy recommend that students understand the apparent patterns of motion of the Sun, Moon, and stars by the end of early elementary school, yet no research has specifically examined these concepts from an Earth‐based perspective with this age group. This study examines children’s understanding of the patterns of apparent celestial motion among first‐grade, third‐grade, and eighth‐grade students, and investigates the extent to which these concepts develop from elementary to middle school in students without targeted instruction. Twenty students at each grade level (total n = 60) were interviewed using a novel interview setting: a small dome representing the sky, which allowed students to demonstrate their ideas. Analysis reveals that elementary and middle school students hold a variety of non‐scientific ideas about all aspects of apparent celestial motion. While the eighth‐grade students’ understanding of the apparent motion of the Sun shows a greater level of accuracy compared with the third‐grade students, across the majority of topics of apparent celestial motion, the overall level of accuracy shows little change from third grade to eighth grade. Just as prior research has demonstrated the need for instruction to improve children’s understanding of the nature of celestial objects and their actual motions, these results support the need for research on instructional strategies that improve students’ understanding of celestial motion as seen from their own perspective.  相似文献   

10.
In response to the authors, I demonstrate how threshold concepts offer a means to both contextualise teaching and learning of quantum physics and help transform students into the culture of physics, and as a way to identify particularly troublesome concepts within quantum physics. By drawing parallels from my own doctoral research in another area of contemporary physics—special relativity—I highlight concepts that require an ontological change, namely a shift beyond the reality of everyday Newtonian experience such as time dilation and length contraction, as being troublesome concepts that can present barriers to learning with students often asking “is it real?”. Similarly, the domain of quantum physics requires students to move beyond “common sense” perception as it brings into sharp focus the difference between what is experienced via the sense perceptions and the mental abstraction of phenomena. And it’s this issue that highlights the important role imagery and creativity have both in quantum physics and in the evolution of physics more generally, and lies in stark contrast to the apparent mathematical focus and lack of opportunity for students to explore ontological issues evident in the authors’ research. By reflecting on the authors’ observations of a focus on mathematical formalisms and problem solving at the expense of alternative approaches, I explore the dialectic between Heisenberg’s highly mathematical approach and Schrödinger’s mechanical wave view of the atom, together with its conceptual imagery, at the heart of the evolution of quantum mechanics. In turn, I highlight the significance of imagery, imagination and intuition in quantum physics, together with the importance of adopting an epistemological pluralism—multiple ways of knowing and thinking—in physics education. Again drawing parallels with the authors’ work and my own, I identify the role thought experiments have in both quantum physics education and in physics more generally. By introducing the notion of play, I advocate adopting and celebrating multiple approaches of teaching and learning, including thought experiments, play, dialogue and a more conceptual approach inclusive of multiple forms of representation, that complements the current instructional, mathematical approach so as to provide better balance to learning, teaching and the curriculum.  相似文献   

11.
This paper reports a cross‐sectional study of Taiwanese physics students’ understanding of subatomic phenomena that are explained by quantum mechanics. The study uses students’ explanations of their answers to items in a questionnaire as a proxy for students’ thinking. The variation in students’ explanations is discussed as is the development in the way in which students link different concepts. A discussion of the source of students’ ideas turns to the way schema contain mental models that derive from sensori‐experiences. The principal recommendation for teaching is the need to include practical activities on a range of precursor phenomena so as to extend the students repertoires of mental models. This advice is different from that given in previous studies.  相似文献   

12.
Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.  相似文献   

13.
Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept “pressure.” We found that the activity moderately improved boys’ attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.  相似文献   

14.
We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science ideas and restate these ideas in scientific terms. Based on this research, we inferred that analyzing children’s ideas through videos provides a meaningful context for applying conceptual physics knowledge in physics courses. Activities that are embedded within a disciplinary curriculum, such as those studied here, may help prospective teachers learn to use disciplinary knowledge in exactly the type of activity in which their content knowledge will be most useful: listening to and interpreting children’s science ideas.  相似文献   

15.
It is important that students of physics develop both quantitative and qualitative understanding of physical concepts and principles. Although accuracy and reliability in solving quantitative problems is necessary, a qualitative understanding is required in applying concepts and principles to new problems and in real-life situations. If students are not able to understand what underlies quantitative problem-solving procedures nor interpret the solution in physical terms, it is questionable whether they have developed an adequate understanding of physics. The research reported here is part of a larger phenomenographic study that is concerned with the assessment of physics students' understanding of some basic concepts and principles in kinematics. In this article students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of this concept. The teaching principles outlined concern both teaching relative speed, in particular, and teaching scientific concepts and principles, more generally.  相似文献   

16.
There has been extensive research on children’s understanding of evaporation, but representational issues entailed in this understanding have not been investigated in depth. This study explored three students’ engagement with science concepts relating to evaporation through various representational modes, such as diagrams, verbal accounts, gestures, and captioned drawings. This engagement entailed students (a) clarifying their thinking through exploring representational resources; (b) developing understanding of what these representations signify; and (c) learning how to construct representational aspects of scientific explanation. The study involved a sequence of classroom lessons on evaporation and structured interviews with nine children, and found that a focus on representational challenges provided fresh insights into the conceptual task involved in learning science. The findings suggest that teacher‐mediated negotiation of representational issues as students construct different modal accounts can support enriched learning by enabling both (a) richer conceptual understanding by students; and (b) enhanced teacher insights into students’ thinking.  相似文献   

17.
Participatory research with children and adolescents may increase their responsiveness toward interventions. This study focuses on the development of a program to promote social and emotional skills in middle school students, using educational dance. The main goal was to assess students’ social and emotional needs and their interests in education through art activities, duly supported by the opinions of experts. Initially, focus groups were conducted and a questionnaire given out to students (N = 22), in addition to interviews with school representatives (N = 2). Next, students (N = 6) participated in a workshop and responded to a questionnaire. Experts (N = 3) then evaluated the program. Results revealed (a) students’ social and emotional needs; (b) that music and dance matched students’ interests; (c) students’ high interest and satisfaction with the program; and (d) that the experts’ assessment served to validate the program. Implications for practice and research are discussed.  相似文献   

18.
This article examines the main strands of thinking about gravity through the ages and the continuity of thought-experiments, from the early Greeks, through medieval times, to Galileo, Newton and Einstein. The key ideas are used to contextualise an empirical study of 247 children’s ideas about falling objects carried out in China and New Zealand, including the use of scenarios involving thrown and dropped items, and objects falling down deep well holes (as in Carroll’s Alice in Wonderland). The sample included 68 pre-school pupils, 68 primary school pupils, 56 middle school students, and 55 high school students; with approximately equal numbers in each group and of boys and girls in each group in each culture. The methodology utilised Piagetian interviews with three media (verbal language, drawing, and play-dough), a shadow stick; and everyday items including model people and soft model animals. The data from each group was categorised and analysed with Kolmogorov–Smirnov Two-Sample Tests and Spearman r s coefficients. It was hypothesised and confirmed (at K–S alpha levels .05; r s : p < .001) that cross-age and cross-cultural research and analysis would reveal that (a) an intuitive sense of gravity is present from an early age and develops in association with concepts like Earth shape and motion; (b) the development of concepts of gravity is similar in cultures such as China and New Zealand where teachers hold a scientific world view; and (c) children’s concepts of Earth motion, Earth shape, and gravity are coherent rather than fragmented. It was also demonstrated that multi-media interviews together with concrete experiences and thought-experiments afforded children the opportunity to share their emerging concepts of gravity. The findings provide information that teachers might use for lessons at an appropriate level.  相似文献   

19.
The Augmented Reality (AR)-based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self-efficacy and conceptions of learning. This study developed an AR-based wave-particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self-efficacy and conceptions of learning physics. A quasi-experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4-week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self-efficacy, as indicated by understanding of concepts, higher-level cognitive skills, practice and communication; (2) guide students to be more inclined to higher-level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply.  相似文献   

20.
The authors describe an enrichment program for gifted students that focuses on a specific culture to accomplish learning in depth, research, and broad, general concepts.  相似文献   

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