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Abstract The nature of physics as a scientific discipline is largely determined by the models of reality it utilizes. It is therefore appropriate that teachers of physics have a sound knowledge of the origin and nature of these models, their functions and the role they play in the development of the discipline. The results of a study with regard to the perceptions of models held by prospective physical science (a combination of physics and chemistry) teachers studying at South African universities are reported in this paper. The overall conclusion drawn from the study is that these students are far from prepared to incorporate models properly in their teaching. General misconceptions about models have also been identified. These misconceptions can have far‐reaching effects on the structuring of the physics knowledge of pupils exposed to them. 相似文献
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A humane method (from the perspective of faculty and of students) to improve the writing of students, from freshmen to graduate, is described. This method follows the standard procedure of submission of a paper to a journal, whereby the students (peer) review each other's work, revise their papers in light of the referee's comments (or rebut them). Then acceptance for publication by the editor is marked by a high grade. It has been used in a variety of physics-related courses (astronomy, high-fidelity sound, biophysics), and also in general university-wide courses (The Atomic Bomb, The Bhagavad-Gita). The method introduces students to broadly-accepted scholarly communication modes of communicating ideas, with anonymous reviews. With suitable organization the time spent by faculty can be readily reduced, and faculty efficiency improved, to make the method convenient and viable. Also, it seems that other disciplines can use this method to advantage. 相似文献
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The formative evaluation model presented here examines the character of classroom interaction by juxtaposing required and performed student learning behaviours. We use the concept of learning behaviours as a tool for the examination of interactions among the commonplaces of learning (students, teachers, and curriculum materials). We define learning behaviours as actions performed by the students as a result of learning stimuli that are presumed to advance the student towards the acquirement of new knowledge. Learning behaviours may have negative as well as positive outcomes. For example, the identification of variables in an experiment, a required learning behaviour, might very possibly lead to the identification of non-relevant as well as relevant variables. This could lead to the development of misconceptions concerning conclusions drawn from the experiment. Hopefully, such student misconceptions arising from the materials would be identified during the process of formative evaluation. The evaluation model described here is an integral part of a curriculum project aimed at the development of learning materials in physics for technical vocational high schools. In particular, the materials are intended to teach basic principles of physics to students of poor motivation and limited ability. They are oriented towards the needs of technical vocational students and present physics and technology as complementary disciplines (Finegold & Reiner, 1984). 相似文献
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This article examines secondary-school physics teaching with respect to three levels of curriculum. These are the curriculum as designed by educational authorities and intended for school guidance, as perceived by teachers and translated into classroom practice, and as internalized by students and expressed by achievement on physics tests. In keeping with international usage we refer to these levels of curriculum as the intended, the translated and the achieved. The article is based upon the analysis of curriculum documents and guidelines, teacher assessments of opportunity provided students to learn, and student achievement on a comprehensive physics test. The context for analysis is provided by an ongoing international study of science education in which some 30 participating countries analyze the three curriculum levels and attempt to draw conclusions concerning possible relationships among them. The article reports limited but nevertheless significant relationships found among intentions, translations, and achievement in the teaching of physics in Canadian secondary schools. 相似文献
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This paper reports a study of (1) students' responses to an anomaly generated by the juxtaposition of opposing explanatory frameworks and (2) the nature and impact of cognitive conflict as students move from pre-scientific to scientific explanatory frameworks concerning the concept of force. Both rational and emotional responses to anomaly were observed and student responses to anomaly were ranked according to the extent of disequilibrium generated. In addition, ways in which students resolve anomaly were recorded and processes associated with dissonance resolution and learning were hypothesized. Finally, the impact of dissonance was seen to influence students' epistemological beliefs about learning. 相似文献
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We have developed a computer program which simulates the outcomes of pupils' perceptions regarding the forces at play in static equilibrium. A pupil is presented with a simulation of his or her own private microworld which may or may not be compatible with familiar behaviour in the real world. The program includes a tutor which helps the pupil learn the relevant scientific concepts if he or she cannot solve the problem without help.This dissonance-based strategy for achieving conceptual change was made possible by the use of a language which enables pupils to express their conceptual understanding. To date, researchers have relied primarily on natural language interfaces with all the difficulties inherent in such an approach; we chose to use a simple vector language appropriate to the study of forces. This language accurately quantifies pupils' understanding and allows the designer to create highly reactive and seemingly intelligent programs. 相似文献