Neither the editor nor the sponsoring/approving institutions assume any responsibility for the use of the methods, content or results presented in the articles in this book. We are also grateful to AAPT, AsPEN and LaPEN for their support of the conference.
The Role of Context and Culture in Teaching Physics
The İmplication of Disciplinary Differences
This will play a critical role in my interpretation of the role of culture in the classroom. Dependence of the success of chemistry students on the number of elements in the question.
This page is intentionally left blank
A Physics Teacher’s Lifetime Search for PCK and Physics Representations across Contexts and Cultures 1
- Make sure all pupils have pen and paper
- Present the first problem (for example figure 4a), let pupil draw the forces
- Go around and see 10-15 solutions in one minute
- Perhaps squeeze in a 30-second interview about an unexpected solution
- Provide brief plenary feedback on the most common errors
- Present the next problem (for example figure 4b)
In the Philippines and Indonesia, we allow our student teachers to organize exhibitions with spectacular experiments. Initiate peer teaching by presenting questions that - according to the teacher's experience - lead to different answers.
Curriculum Development In Physics: Not Quite So Fast!
Then one takes the magic form of the words "the collision is equal to the weight of the water displaced" and memorizes it. Important principles of the inquiry-based approach Direct experience is at the core of learning science. What are some of the important things that we should try to do in the development of the physics curriculum in the future.
This is also a main focus of the MUSE group's work.
Make haste slowly!
Taking on a major innovation is for a teacher like going back to the first days in the classroom. In the end, the forms of assessment you use will be decisive, and you need to be in control of them. Santoro (Eds) New Trends in Science and Technology Education, Selected Papers, Bologna: CLUEB, Vol 1, pp b) Physical education research and inquiry-based teaching: a question of didactic consistency.
Kortland (Ed.) Designing theory-based teaching-learning sequences for science education, Utrecht: CDBeta Press.
Professional Development of Teachers: Physics Pedagogical Content Knowledge (PCK) across a career
The most important comments on b) were: What type of teachers teach Physics to 15 - 18 year old students?;. The main points to report during the last day of the Conference were discussed. Possible solutions could be: to include a description of the WG in the material given to the participants at registration, to announce the WG and its modalities in a plenary meeting of the first day of the Conference.
It is important to emphasize that a participation in all sessions strengthens the activities of the WG and its meaning/role.
Improving secondary students’ scientific literacy and laboratory skills: the Italian Project “Scientific Degrees”
In the following, the description of the PLS-Physics activities implemented in the last two years at the Department of Physics of the University of Naples "Federico II" is reported. After sharing the students' suggestions, it was agreed to build a cardboard house with three "rooms", each equipped with one of the previously built temperature sensor circuits. Thermal insulation sequence: temperature sensor circuit designed and built by the students, in a room of the "house".
Thermal insulation sequence: real-time measurement of the temperature in the three rooms of the "house" illuminated by a 150 Watt lamp (see Figure 13).
ACTIVITIES OF PLS PHYSICS NAPLES FOR 2012-13 SCHOOL YEAR
The students involved will carry out laboratory experiments very similar to those done by students in the first and second year of the university's physics degree. The focus will be on mathematical modeling of the observed phenomena and statistical analysis of data; The teachers will choose the experiments to be carried out in the school laboratory according to local constraints (such as the school timetable) and the initial preparation of the students.
These five activities at the University (approximately 3 hours each) will be based on solving physics conceptual problems on topics from the first and second year of the University Physics degree.
CONCLUSIONS AND IMPLICATIONS
More specifically, in Physics and Society students will, in small groups, tackle a controversial issue and be gently guided, through simple experiments, to understand how to use scientific knowledge to solve the problem. Examples of controversial issues would be: global warming, nuclear waste disposal, use of renewable resources. All activities present laboratory work in small groups and will take place first in the university, then in the schools.
It will also be possible to carry out remotely controlled experiments, which are not easy to carry out in a school (http://rcl-munich.informatik.unibw-muenchen.de/). C) Labs to improve student self-efficacy.
Geometric Historical Approach to Investigate Celestial Bodies with a full Digital Planetarium
- Ricchi, Caserta Planetarium, Caserta, Italy Abstract
- angular dimension
- estimation of the Earth’s radius
- star motion and parallax
- distances Earth – Sun – Moon
- basic geometric background
The educational value/effectiveness of the activity “Investigating Near Space through Geometry” (INV-SP-GEO) was investigated on a sample of forty-two students aged (16-19). In the hypothesis of a spherical Earth, any vertical object (such as an obelisk) has the direction of the Earth's radius. Because of Euclid's celebrated theorem (a straight line falling on parallel straight lines makes the alternating angles equal to each other, the exterior angle equals the interior angle and the opposite angle, and the interior angles on the same side equal two right angles, Euclid, The Elements, Book I, Proposition 29), the angle at the center of the earth is equal to the angle measured at Alexandria.
Eratosthenes' method of estimating the radius of the earth as seen in part of the dome of the planetarium.
Problems Associated With the use of Multiple Representations in a High School Physics Course, Within the Traditional Context
It included the use of simulators, but these were not part of the explicit evaluation. In the case of electrostatic potential, with the proposed teaching sequence, it was expected that students would grasp a deeper interpretation of the two-dimensional graphs of equipotential lines. Neither example shows that the slope increases as the distance to the charge decreases.
of students showed confusion between magnetic poles and electrical charges (or voltages in a battery).
Dismantling Rainbow
- The starting point: observe the phenomenon
- Build up the physical model
- Reproduce the phenomenon in the school laboratory
- Simplify the model
Example of pictures of natural rainbows shown to students at the beginning of the activity. We use a glass globe (instead of a water drop), a white light lamp (instead of the sunlight) and a screen to build an indoor setup that reproduces the essence of the rainbow. To begin to understand the phenomenon, we must observe the path of the light in the "drop".
Setup for sensing the maximum exit angle with two laser lights at different wavelengths.
The Teaching of Concepts of Electromagnetism, Optics, Waves, and Modern and Contemporary Physics
Using Situations in Medical Science
In addition, the author suggests an order of content to be used in the discipline of physics applied to medical science. 2009) conducted an experimental activity to demonstrate the workings of the human respiratory system. The authors concluded that the mechanical respiratory model is a valuable institutional tool in teaching the respiratory system. Guimarães (2000) lists some of the main features of NMR and its importance for the study of magnetic materials.
The use of such material appears to have favored evidence of the emergence of meaningful learning (Parisoto, 2011).
QUESTIONNAIRE ABOUT SOME CONCEPTS OF PHYSICS
In the event that it absorbs only part of the energy, there are two waves: one resulting from the layer change and the other resulting from the deviation of the photon incident radiation into the electron, as expected according to angular momentum conservation . They require a material medium to radiate as they do not reproduce in the vacuum. In the amplifier, an image is produced according to the following sequence: light photons are converted into an X-ray photon that generates the electric current, which in turn generates the image.
In one of the equipment surface this ring is smooth while in the other it has electronic contacts that get information from the smooth one.
Coherent Structure of Classroom Discourse in Teaching Physics Concepts
In the second stage, we explain how the teachers' drawings correspond to the elements of the diagram. One of the TAP-like structures consists of SEG2 and SEG3, which are connected to the rhetorical relationship CORRECTION. The teacher who made this drawing explained in the interview that the Refutation of a TAP became the Data of the next TAP.
The discourse segments can be easily understood from the diagrammatic representation of the intermediate interpretation.
A Comprehensive Assessment Strategy for Physics Laboratory Courses
This test is essentially 'context linked' ie. the questions have a direct connection to or an application of the conceptual understanding involved in the experiments and demonstrations. In the marking scheme, marks were given for the correct answer according to the difficulty of the question. The question paper, answer paper and blank papers were collected at the end of the allotted time for the test.
This was an important aspect of the strategy of evaluating students' performance in an experimental test (this strategy is regularly used in International Physics Olympiads).
An Inquiry-Based Approach to the Distribution Concept in Statistical Mechanics
The different stages of the inquiry procedure are summarized in the diagram reported in Figure 1 (Windschitl, Thompson, Braaten, 2008). The post-instruction responses made it clear that the identification of the selection method in the description of the apparatus had achieved a significant improvement over the pre-instruction. No students were able to identify the correct distribution in the entry test, but after instruction, 9% represent the graph of the Maxwell-Boltzman distribution.
In this case it is assumed that the distribution is known and the question is what is the resulting shape of the current vs.
Mass from Classical Physics to Special Relativity
Learning Results
Based on this analogy, can you say what the meaning of the word "gravitational mass" is? The concept is expressed in different modalities, with most answers written in the form: "The ability/property of a body as opposed to a variation in its motion/rest state". There is no statistically significant correlation between the conceptual reference to mass-rest energy equivalence (mass is m=E0/c² in SR) and the presence of the conception of.
The concept of "relativistic mass" given by γ m0 (speed-dependent mass) was integrated into Einsteinian paradigm in 36% of the responding students.
Reasoning and Models of Talented Students on Electrical Transport in Solids
The rapid decrease of the resistance shows an exponential dependence of the concentration of free carriers on the temperature. As for step 3, students were asked to predict the change in the brightness of the light bulb when the temperature of the wire is lowered. The 35% admit that the model cannot be used to explain the changes in the resistance of the semiconductor with temperature.
This conceptual tool is the basis of formalism and provides a complete description of observed phenomena.
The Evaluation of a Basic Training Textbook on Physics With a Method of Entry and Drill for University Students
We hope that undergraduate liberal arts students who want to become elementary school teachers will learn to be able to solve exercises on basic physics and to like physics. It is necessary for such students to practice solving equation history problems in mathematics before using this text. It is necessary that they try to calculate a required amount with the fixing amount of the other aqueous solution.
It is necessary for students to practice illustrating exercises repeatedly with other new textbooks.
Assessment of the Effectiveness of the Interactive
Engagement Approach in Introductory Physics Instruction at a Japanese University
All students in the IE class were enrolled in the School of Environmental Sciences and Engineering. Over 70% of the students in the TR classes had taken advanced high school physics, while less than 50% of those in the IE class had. In the IE class, high
However, their
