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61.
We present criteria for the analysis and elaboration of the content of instruction, at middle school level, in a specific domain: physics. This content, which we call the knowledge to be taught, has to respect several constraints in order to be teachable in a real school. Here we have chosen to analyse in depth those constraints which are related to the specific features of the physics. One of the constraints is a goal which, very often, justifies physics teaching: the operational aspect of physics knowledge in everyday life. The other constraint is related to a crucial aspect of an experimental science: the need for coherence between the formal aspects and their field of applicability. Our analysis is based on an epistemological approach to physics knowledge and on assumptions about learning. This analysis is related to the case of an innovative programme of teaching on electricity.This article was accepted during the editorship of Paul Lefrere. 相似文献
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Marina Palla Despina Potari Panagiotis Spyrou 《International Journal of Science and Mathematics Education》2012,10(5):1023-1045
In this study, we investigate the meaning students attribute to the structure of mathematical induction (MI) and the process of proof construction using mathematical induction in the context of a geometric recursion problem. Two hundred and thirteen 17-year-old students of an upper secondary school in Greece participated in the study. Students’ responses in 3 written tasks and the interviews with 18 of them are analyzed. Though MI is treated operationally in school, the students, when challenged, started to recognize the structural characteristics of MI. In the case of proof construction, we identified 2 types of transition from argumentation to proof, interwoven in the structure of the geometrical pattern. In the first type, MI was applied to the algebraic statement that derived from the direct translation of the geometrical situation. In the second type, MI was embedded functionally in the geometrical structure of the pattern. 相似文献
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James D. Pickering Antoniou Panagiotis Georgios Ntakakis Alkinoos Athanassiou Emmanouil Babatsikos Panagiotis D. Bamidis 《Anatomical sciences education》2022,15(3):628-635
Augmented, mixed, and virtual reality applications and content have surged into the higher education arena, thereby allowing institutions to engage in research and development projects to better understand their efficacy within curricula. However, despite the increasing interest, there remains a lack of robust empirical evidence to justify the mainstream acceptance of this approach as an effective and efficient learning tool. In this study, the impact of a mixed reality application focused on long spinal cord sensory and motor pathways is explored in comparison to an existing resource already embedded within an active curriculum (e.g., anatomy drawing screencasts). To assess the changes in learner gain, a quasi-randomized control trial with a pre- and post-test methodology was used on a cohort of Year 2 medical students, with both the absolute and normalized gain calculated. Similar patterns of learner gain were observed between the two groups; only the multiple-choice questionnaires were shown to be answered significantly higher with the screencast group. This study adds important empirical data to the emerging field of immersive technologies and the specific impact on short-term knowledge gain for neuroanatomy teaching, specifically that of long sensory and motor pathways. Despite the limitations of the study, it provides important additional data to the field and intends to support colleagues across the education landscape in making evidence-informed decisions about the value of including such resources into their curricula. 相似文献