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1.
In Part I, the nature of scalars and vectors was discussed for the Newtonian world. However, in the relativistic world, physical
quantities follow Lorentz transformations. This change of transformation from Galilean to Lorentz results in interesting distinctions
in their properties: mass and time are no longer scalars, time and space become intertwined, etc. This part discusses the
nature of scalars and vectors in the relativistic world. 相似文献
2.
The present paper presents a historical study on the acceptance of Newton??s corpuscular theory of light in the early eighteenth century. Isaac Newton first published his famous book Opticks in 1704. After its publication, it became quite popular and was an almost mandatory presence in cultural life of Enlightenment societies. However, Newton??s optics did not become popular only via his own words and hands, but also via public lectures and short books with scientific contents devoted to general public (including women) that emerged in the period as a sort of entertainment business. Lectures and writers stressed the inductivist approach to the study of nature and presented Newton??s ideas about optics as they were consensual among natural philosophers in the period. The historical case study presented in this paper illustrates relevant aspects of nature of science, which can be explored by students of physics on undergraduate level or in physics teacher training programs. 相似文献
3.
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
4.
Eulsun Seung 《International Journal of Science and Mathematics Education》2013,11(6):1303-1326
This study explored the process of physics teaching assistants’ (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. Matter and Interactions (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical principles to the atomic and molecular nature of matter. The purpose of this study is to describe how the PCK of physics TAs in the M&I course was developed and enacted. Data collection began during the TA preparation workshop that was held before the semester and continued during the recitation and laboratory classes that the TAs taught during the semester. Through a qualitative, multiple case study research design, data were collected from multiple sources: non-participant observations, digitally recorded video, semi-structured interviews, TAs’ written reflections, and researchers’ field notes. Data analysis consisted of cross-case and within-case analyses. Data were analyzed using a constant comparative method. After data analysis, 2 main themes emerged related to the development of TA’s PCK: (a) TAs’ PCK developed from propositional knowledge to personal practical knowledge and (b) the process of knowledge development consisted of 3 phases: accepting, actualizing, and internalizing. The results of this study will not only contribute to the quest to identify the nature of professional knowledge of science teaching but also help guide preparation for innovative introductory physics courses and other college level science courses in the future. 相似文献
5.
Weili Wang Richard K. Coll 《International Journal of Science and Mathematics Education》2005,3(4):639-669
Experimental physics is seen as an essential part of tertiary physics education. Students are supposed to develop practical
skills and advance from closed ‘cookbook’ experiments to open experiment and design experiment procedures independently. As
a consequence tertiary practical physics courses increase in the level of challenge throughout an undergraduate degree program.
The research reported here consists of an investigation of two solely laboratory-based experimental physics courses: a second-year
course Experimental Physics and Instrumentation, and a third-year course Advanced Experimental Physics, offered at a New Zealand tertiary institution. The research suggests that although the structure, content, and teaching
methods in the two courses vary; there is little difference in students' learning strategies employed in the two courses.
It appears bridging experiments may be necessary to help students shift from a highly directive pedagogy at the lower levels
of the undergraduate practical physics program, to a more open inquiry approach.
Richard K. Coll: Author for correspondence. 相似文献
6.
为了提高近代物理实验室对本科实践创新能力培养的支持能力,探索通过利用科研资源以优化实验室条件、发展专题实验以实现交叉学科联合训练、提炼主题训练项目以实现工程创新培训支撑,从而实现实验室在广度和深度方向的立体化发展。实验室在内容结构上将拥有基础性实验、研究型专题实验和主题训练实验等模块和项目,在服务对像上从本科生拓展到工程技术人员,从功能和能力上将从近代物理基础实验训练支撑提高到具备多层次基础交叉联合训练和工程技术创新培训支撑能力。这种教学实验室立体化的发展思路,对于研究如何通过教学实验室的条件改善和角色转换、满足新时期条件下的高素质人才培养需要具有很好的借鉴意义。 相似文献
7.
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
8.
This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in the Degree Programme of Aviation at the FH JOANNEUM University of Applied Sciences, Graz, Austria. Half of each test group were given a set of 12 physics problems described in German, the other half received the same set of problems described in English. It was the goal to test linguistic reading comprehension necessary for scientific problem solving instead of physics knowledge as such. The results imply that written undergraduate English-medium engineering tests and examinations may not require additional examination time or language-specific aids for students who have reached university-entrance proficiency in English as a foreign language. 相似文献
9.
Anna K. Wood Ross K. Galloway Christine Sinclair Judy Hardy 《Teaching in Higher Education》2018,23(7):818-834
In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as ‘ideologically dialogic’ 相似文献
10.
11.
袁振鹏 《赣南师范学院学报》1990,(Z2)
在讨论分子的能级等问题时,由于要求得分子体系的定态薛定谔方程的严格解很困难,因此,不得不求助于各种近似的方法。然而,通常我们采用的近似方法,仍存在着较繁的数学运算过程。本文尝试应用数值估算这样一种近似方法,估算双原子分子的能级差。既可避免较繁的定量计算,又说明了与分子光谱事实相符的若干基本问题。 相似文献
12.
基于工科院校普通物理教学的重要性，通过分析普通物理课程的现状，结合教学体会，提出在工科院校中进行普通物理教学改革与创新的途径和由此引发的一些思考。 相似文献
13.
Fatih Çağlayan Mercan 《International Journal of Science Education》2013,35(9):1411-1441
This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50 participants, 10 participants at freshmen, seniors, masters, PhD, and faculty levels. Seven modes of justification were identified and used for exploring the relationships between each justification mode and problem context, and expertise level. The data showed that justification modes were not mutually exclusive and many respondents combined different modes in their responses in both problem contexts. Success on solving the standard classical physics problem was not related to any of the justification modes and was independent of expertise level. The strength of the association across the problem contexts for the authoritative, rational, and empirical justification modes fell in the medium range and for the modeling justification mode fell in the large range of practical significance. Expertise level was not related with the empirical and religious justification modes. The strength of the association between the expertise level and the authoritative, rational, experiential, and relativistic justification modes fell in the medium range, and the modeling justification mode fell in the large range of practical significance. The results provide support for the importance of context for the epistemic beliefs about justification and are discussed in terms of the implications for teaching and learning science. 相似文献
14.
During the spring semester of 1987 a mathematician and a physicist from Oberlin College went with twenty-one undergraduates to London to use the resources of England as the basis for a course with the above title. This unusual interdisciplinary course is described, with emphasis on its experimental, experiential nature and the challenges and satisfactions which it provided.Joseph L. Snider is Professor of Physics at Oberlin College. He received his undergraduate degree in physics from Amherst College in 1956 and his Ph.D. in experimental physics from Princeton University in 1961. He has taught and done research at Harvard University and at Oberlin College. His areas of interest are solar physics, astrophysics, relativity, and the history and philosophy of science. Recently he has become interested in working to improve the teaching of physics and astronomy to pre-college students.Bruce Pollack-Johnson is Assistant Professor of Mathematics at Oberlin College, where he is responsible for the operations research program. He received a B.A. in sociology with a minor in education from Brandeis University in 1975, an M.A. in mathematics from Temple University in 1979, and an M.S. and Ph.D. in operations research from the University of Pennsylvania in 1980 and 1983, respectively. He has published in the areas of human resource modeling, forecasting, educational planning, simulation, and project management, and his current research includes project scheduling and conflict resolution. He has helped develop new courses for liberal arts students on introductory computer science and educational philosophy, as well as the course described in this article, and is also Co-Director of the Lorain County Peace Education Project. 相似文献
15.
16.
曹彦检 《衡阳师范学院学报》2003,24(6):124-126
通过力学中的种种应用，说明了等效变换是力学乃至物理学中最基本的思维方法，它不仅是量的方面的等效代换，而且由量的等效可以引起对物理世界最深刻、最本质的理解。 相似文献
17.
Summaries English This article describes a new physics course, developed for non‐science majors, which is largely based on student self‐direction. Problems of developing and implementing the course in the context of a more normal undergraduate study programme are identified and student reactions to the physics course are reviewed. Finally, some recommendations are made concerning the development and adoption of courses involving student self‐direction. 相似文献
18.
关于我国新建本科院校研究动态的探讨——基于1999—2006年“中国知网”的统计与分析 总被引：2，自引：0，他引：2
《教育研究》2008,(3)
对新建本科院校八年来的学术研究做总体审视发现,新建本科院校研究的相关文献数量逐年增加,研究成果显现从一般理论性向可行性、从表层向纵深发展的趋势。但研究仍存在问题,深入分析可见,"新建本科院校"课题研究人员的注意力尚未较好地从宏观层面下移到微观层面,研究的系统性与前瞻性不够;专任教师和新建本科院校之外的研究人员参与研究少;专任教师对"课程与教学改革研究"较为冷淡。 相似文献
19.
介绍在建设物理演示实验课程中,指导本科生参与研制物理演示仪器,丰富物理演示内容,进而参加各种科技创新竞赛,调动本科生参加课外科技创新活动的积极性,形成良好的创新梯队,使科技创新小组持续发展。培养学生严谨求实的科学态度和刻苦钻研的作风,提高发现问题、研究问题、解决问题的能力,激发学生求知热情、探索精神和创新欲望。同时结合实际,因材施教,创立科技创新平台,吸引更多的学生主动参与课外科技创新活动,全面提高大学生科学素养、提高本科教学质量。 相似文献
20.
Meli Kalliopi Lavidas Konstantinos Koliopoulos Dimitrios 《Research in Science Education》2020,50(3):1075-1091
Research in Science Education - Low enrolment in undergraduate level physics programmes has drawn the attention of the relevant disciplines, education policy-makers, and researchers worldwide. Many... 相似文献