The Law of Inertia: How Understanding its History can Improve Physics Teaching     

Ricardo Lopes Coelho 《Science & Education》2007,16(9-10):955-974

The law of inertia is a problem in teaching due to the impossibility of showing the proposition experimentally. As we cannot do an experiment to verify the law, we cannot know if it is correct. On the other hand, we know that the science based upon it is successful. A study in the history of mechanics has shown that there are different foundations for the law but also that the law plays the same role in the science since Newton. To avoid a statement of which we cannot be sure, the present paper proposes to understand the law through its function in the theory. In this case, we do not have to say how a free body moves, but rather that the rectilinear and uniform motion is the motion of reference in Newtonian mechanics.  相似文献   

Differences in Motivation Towards Science Subjects Among Kibbutz and Urban High School Students     

Ricardo Trumper 《Interchange》1997,28(2-3):205-218

This paper study analyzes differences in motivation towards science subjects among kibbutz and urban high school students in Israel. Students' motivational traits in science were explored by a questionnaire whose items corresponded to four motivational patterns: achievement, curiosity, conscientiousness and sociability. The major findings of this study are that a) Kibbutz students were mostly sociability oriented in the learning of science, b) city students were mostly sociability and achievement oriented in the learning of science, c) city students were better achievers than kibbutz students in junior high school, while in senior high school the difference between them was nonsignificant, d) there was a significant increase in kibbutz students' achievement motivation in learning science when passing from junior to senior high school.  相似文献   

WHO ACHIEVES LEVEL 2 QUALIFICATIONS DURING ADULTHOOD? EVIDENCE FROM THE NCDS     

Ricardo  Sabates  Leon  Feinstein  Eleni  Skaliotis 《British Journal of Educational Studies》2007,55(4):390-408

ABSTRACT:  This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints.  相似文献   

A reconstruction of development of the periodic table based on history and philosophy of science and its implications for general chemistry textbooks     

Angmary Brito  María A. Rodríguez  Mansoor Niaz 《科学教学研究杂志》2005,42(1):84-111

The objectives of this study are: (a) elaboration of a history and philosophy of science (HPS) framework based on a reconstruction of the development of the periodic table; (b) formulation of seven criteria based on the framework; and (c) evaluation of 57 freshman college‐level general chemistry textbooks with respect to the presentation of the periodic table. The historical reconstruction of the periodic table showed that the periodicity of the elements could be construed as an inductive generalization or as a function of the atomic theory. There is considerable controversy with respect to the nature of Mendeleev's contribution, and various alternatives are discussed: ordered domain; empirical law; and a theory with limited explanatory power. Accommodation of the elements according to their physicochemical properties is considered to be the major contribution of the periodic table by all textbooks, followed by contrapredictions of previously unknown elements (30 textbooks), and novel predictions (corrections of atomic mass) of known elements (10 textbooks). The relative importance of accommodation and prediction within an HPS framework is generally ignored. Few textbooks have attempted to explore the possible cause of periodicity in the table and very few textbooks have explored the nature of Mendeleev's contribution. The development of the periodic table as a sequence of heuristic principles in the form of a convincing argument has been ignored. The textbook approach of emphasizing that the development of the periodic table was an inductive generalization, and that Mendeleev had no model or theory, does not facilitate the spirit of critical inquiry that led the scientists to grapple with alternative interpretations, conflicts, and controversies. It is concluded that the development of the periodic table went through a continual critical appraisal (conflict and controversy), in which scientists presented various tentative theoretical ideas to understand the observed phenomena. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 84–111, 2005  相似文献   

On the difficulties to resurrect the beyond. A commentary on the article Learning beyond the body by Juan-Ignacio Pozo / Sobre las dificultades para resucitar el más allá. Un comentario sobre el artículo Aprender más allá del cuerpo de Juan-Ignacio Pozo     

Ricardo Nemirovsky 《Infancia y Aprendizaje》2017,40(4):689-700

This commentary follows Pozo’s critique of psychological theories rooted in the ‘cognitive revolution’ prompted by the emergence of computer technologies in the mid-twentieth century. The core of his criticism is the assumption of the mind/body dualism built in these theories. Pozo makes the case for an approach striving to integrate mind and body while postulating the notion of a basic incarnate mind, which grows beyond the restrictions of the body by mastering the symbolic formal systems of our culture. I argue that this vision smooths the mind/body dualism without overcoming it. I elaborate on four areas in which Pozo’s theory coincides with assumptions characteristic of the mind/body dualism: explicitness, formal notations, animal cognition and representations.  相似文献   

Validation of clay modeling as a learning tool for the periventricular structures of the human brain          下载免费PDF全文

Veronica Akle  Ricardo A. Peña‐Silva  Diego M. Valencia  Carlos W. Rincón‐Perez 《Anatomical sciences education》2018,11(2):137-145

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists.  相似文献   

José Martí     

Ricardo Nassif 《Prospects》1994,24(1-2):107-119

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Time and Space,Concepts and Phenomena     

Ricardo Lopes Coelho 《Science & Education》2017,26(3-4):439-443

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Un estudio sobre la comprensión de términos espacio-temporales en niños de 4 a 6 años     

José Antonio Carranza  Alfredo G. Brito  Gloria Torrecilla 《Infancia y Aprendizaje》2013,36(26):111-119

Resumen

Este estudio trató de comprobar si la comprensión de los pares de palabras «antesldespués», «delanteldetrás» y «primerolúltimo» presenta relación con el significado dominante en la comunidad lingüistica, la complejidad de la tarea, la asimetría de los términos y la edad. Se utilizaron 90 adultos y 180 niños entre 4 y 6 años. Los adultos definieron las palabras a analizar; loi niños ejecutaron las consignas en tres contextos: espacial, espacio-temporal y temporal. Los resultados indican que el par «antesldespués» es comprendido más pronto en el sentido temporal, el par «delanteldetrás» en sentido espacial. Estos datos coinciden con los obtenidos en las definiciones adultas. «Primeroúltimo» es mejor comprendido en tareas temporales, aunque los adultos dieron definiciones ambiguas. Por otra parte, la compejidad de la tarea parece influir en la comprensión: l'a ausencia de rasgos de los objetos y. el. orden gramatical inverso dificultan la tarea. Estos resultados sugieren que la hipótesis de los rasgos sonánticos es insuficiente para explicar la adquisición del signifcado.  相似文献   

Modelling Mathematical Reasoning in Physics Education     

Olaf Uhden  Ricardo Karam  Maurício Pietrocola  Gesche Pospiech 《Science & Education》2012,21(4):485-506

Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.  相似文献