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Colin F. Gauld 《Science & Education》2006,15(6):597-617
Newton’s Cradle is a series of bifilar pendulums used in physics classrooms to demonstrate the rôle of the principles of conservation of momentum and kinetic energy in elastic collisions. The paper reviews the way in which textbooks use Newton’s Cradle and points out the unsatisfactory nature of these treatments in almost all cases. The literature which attempts to explain how the apparatus works is discussed and alternative strategies which make it possible to teach about the nature of models in science as well as to teach physics through use of the apparatus are suggested. 相似文献
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Colin F. Gauld 《Science & Education》2010,19(10):939-961
Newton’s experiments into the resistance which fluids offer to moving bodies provide some insight into the way he related theory and experiment. His theory demonstrates a way of thought typical of 17th century physics and his experiments are simple enough to be replicated by present day students. Newton’s investigations using pendulums were discussed in a previous paper. In this paper Newton’s theory of the resisted motion of falling bodies is outlined, his investigations into the resistance offered to falling bodies by water and the experiments of others into the resistance offered by air are described and some implications for teaching about the nature of science are discussed. 相似文献
4.
从问卷调查看多媒体物理教学改革 总被引：2，自引：0，他引：2
该文通过问卷调查,总结了多媒体在大学物理教学中的作用、影响因素和存在的问题,从而为大学物理教学改革提供了很好的建议和发展方向。 相似文献
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Raimund Girwidz Henk Pol Víctor López Marisa Michelini Alberto Stefanel 《International Journal of Science Education》2019,41(9):1181-1206
Teacher-oriented journals provide many ideas for practical use of multimedia in physics teaching and learning. However, they are often written in their respective native languages. Moreover, having 24 official languages in the European Union is a huge barrier to the exchange of teaching and learning material. Knowledge about what is discussed in neighbouring countries is rare. Hence, in this article scientific members of the MPTL group (Multimedia in Physics Teaching and Learning) present a review on multimedia applications and the corresponding concepts that are discussed in non-English language journals. 491 articles in 34 teacher-oriented journals from 10 countries are reviewed, using a list of 81 categories, to characterise addressed topics, teaching strategies, technology and multimedia features. Log-linear multiway frequency and cluster analysis were used to get more insights about preferred combinations of content and teaching strategies, differences between countries, changes between periods and patterns of articles. There is a divergence in the main topics focused on between countries and some changes within the periods 2006–2010 and 2011–2015. Such a large diversity of ideas and concepts covered throughout the EU highlights the potential benefits of more international exchange. However, findings also point to additional requirements, concerning theoretical background, ideas for implementations of modern features like augmented reality, and the use of internet-based sources and modern devices. Thus this article is also calling for more exchange and discussions concerning topics to be addressed in teacher-oriented journals. 相似文献
6.
张慧玲 《太原大学教育学院学报》2012,(2):108-111
文章分析了目前物理多媒体教学的优势与不足,针对多媒体技术在物理教学中更好地发挥作用提出了三点建议,论证了将多媒体教学的长处与传统教学模式的优点有机结合,进而提高物理课堂教学效果的观点。 相似文献
7.
Toward preparing students for change: A critical discussion of the contribution of the history of physics in physics teaching 总被引：1，自引：0，他引：1
Walter Jung 《Science & Education》1994,3(2):99-130
In this paper I place physics teaching, and the inclusion of the history of physics into teaching, within a wide context. I start from the conviction that there are considerable changes ahead in the life circumstances of people in western industrial societies. This expectation should influence our aims of education generally, and in particular the aims of physics teaching. The paper does not offer final solutions, but analyses the situation and thereby argues for a change in perspective in physics teaching. The main idea is that physics teaching has to solve the problem of balancing seemingly incompatible needs, for example, conveying a stock of stable, dependable physics knowledge to students, and on the other hand to train them to see their physics knowledge within varying contexts of change. It is argued that the history of physics can be of high value in solving this problem.This article was originally published in: F. Bevilacqua and P.J. Kennedy (eds.): 1983, Proceedings of the Conference on Using History of Physics in Innovatory Physics Education, Pavia University. 相似文献
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Güner Tural Ali R?za Akdeniz Nedim Alev 《Journal of Science Education and Technology》2010,19(5):470-488
Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand
the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and
related to weightlessness on science student teachers’ learning. The sample of the study was 9 volunteer student teachers
who were in their first grade in Science Teaching Program in Fatih Faculty of Education, Karadeniz Technical University. Both
qualitative and quantitative data were gathered to find answers to the research questions. Findings revealed that all physics
textbooks reviewed gave gravitational definition of weight. Also the concept of weightlessness hasn’t been covered in high
school and some university textbooks. It was determined that before the implementation student teachers had non-scientific
explanations about weightlessness. The implementation of the 5E teaching model and materials developed are effective on learning
the weightlessness. It is suggested that similar applications can also be used in other physics subjects or in other fields
of science. 相似文献
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初中物理教学要适当开展科学探究活动,加入科学探究活动的初中物理教学课程更加注重学生学习的过程,注重学习过程可以确保学生在融入科学探究活动的初中物理学习时进一步提升对物理学习的兴趣,培育学生自主学习的能力,从而达到提升学生物理综合素质的目的。结合传统物理教学实践,我们通过物理融入实际生活、物理结合实验教学、重视物理与其他学科的联系等途径提高初中学生的科学探究能力。 相似文献
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Feral Ogan-Bekiroglu 《Journal of Science Teacher Education》2007,18(4):599-628
Textbooks play an important part in the instructional process. The purposes of this study were to develop an instrument to
identify the characteristics of high school physics textbooks, and examine how appropriate the currently used textbooks were
for teaching and learning physics. The criteria were identified and the instrument was developed with the pre-service physics
teachers to evaluate the physics textbooks approved by the Turkish Ministry of Education. This study described some problems
in the content and design of the physics textbooks that might be caused by the narrow criteria used by the Ministry to approve
science textbooks. The criteria in this evaluation instrument would provide an empirical base in analysis of high school physics
textbooks and be used by not only the Turkish Ministry but also by physics teachers and textbook evaluators from other countries.
Moreover, these criteria can be modified and used in selection of appropriate textbooks of other science disciplines. 相似文献
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通过文献计量法和内容分析法,以CSSCI来源期刊20年来发表的学术论文为研究对象,探究2001年以来我国物理教科书研究的热点与发展趋势,分析发现:师范院校教师和相关学术期刊引领物理教科书研究的发展;历史发展和学习活动是物理教科书研究的热点;中等教育成为重点关注的学段;研究方法以内容分析法为主;高被引文献数量不足。未来的物理教科书研究应注意以下几点:挖掘教科书使用与评价等接受导向的研究以拓展研究领域;开展深层的话语分析以提升教科书研究的深层意义;激活学术共同体的研究生命力以开展持续深入研究;建立系统的教科书研究方法论以提升研究的规范性。 相似文献
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Models in Physics, Models for Physics Learning, and Why the Distinction may Matter in the Case of Electric Circuits 总被引：1，自引：0，他引：1
Christina Hart 《Research in Science Education》2008,38(5):529-544
Models are important both in the development of physics itself and in teaching physics. Historically, the consensus models
of physics have come to embody particular ontological assumptions and epistemological commitments. Educators have generally
assumed that the consensus models of physics, which have stood the test of time, will also work well as teaching models, and
for many topics this assumption is at least unproblematic and in many cases productive. However, in the case of electric circuits
the consensus models are highly abstract and consequently inaccessible to beginning learners. Certain historically derived
analogues for the consensus models are accepted in texts, but these are demonstrably ineffective for helping learners grasp
the fundamental concepts of electric circuits. While awareness of other models circulates informally in the teaching community,
these are not well documented in the science education literature and rarely referred to in authoritative texts, possibly
because the models do not share the ontological assumptions and epistemological commitments that characterise consensus models.
Consequently these models have not been subjected to a disciplined critique of their effectiveness for teaching purposes.
In this paper I use criteria drawn from the science education literature to reflect on why I have found particular models
valuable in teaching electric circuits. These criteria contrast with the epistemological and ontological features that characterise
the consensus models of science, and my reflection leads me to attend explicitly to the ways in which meanings are created
within physics. This suggests that all models, whether consensus models or not, can be used more knowingly for important educational
ends.
相似文献
| Christina HartEmail: |
13.
冯利 《福建教育学院学报》2010,11(5):126-128
大学物理作为一门基础必修课,在当今相互交叉渗透的各学科领域中的地位越发重要,通过分析高等院校中不同专业与大学物理知识的内在联系,重组教学内容,更新教学方式,完善考核方法,构建出一个与时俱进的现代化、多元化教学模式。 相似文献
14.
John M. Clement 《Computer Science Education》2013,23(4):343-364
In educational research, investigators in one field are often ignorant of similar research in other fields. Physics education in particular has undergone dramatic reforms in recent years, all based on insights gained from conducting educational research. Often, pedagogical methods resulting from research in one field can be revised and transferred to another. This paper demonstrates that many methods used in physics and other science programmes<fnr rid="b"> <fn id="b">Throughout this paper, programme will refer to the curricular concept and program will refer to computer programs.</fn> can be adapted to teaching computer science. The author has pursued action research in computer science and implemented ideas from science education, especially from physics education, in teaching computer science classes at a small religious secondary school in the southwestern United States. This paper presents ideas and teaching strategies with the hope of building bridges between computer science education research and other science education research. 相似文献
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居来提·沙比尔 《新疆教育学院学报》2012,(3):111-114
课件制作平台根据适用范围可分为通用平台和专用平台两种。高校开设的学科课件制作课程大多使用通用平台,存在难学难用等缺点,而学科专用平台则具有诸多优势。笔者在物理课件制作课程中引进专用平台《仿真物理实验室》,将初中物理教材知识点配套课件的制作作为课程的教学内容,以任务驱动的方式进行了教学尝试,取得了很好的教学效果。 相似文献
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J. Bernardino Lopes 《International Journal of Science Education》2013,35(7):811-851
Modelling is an inherent process for the construction and use of science concepts that mobilize diverse specific competences. The aims of this work are to put forward a means of evaluating modelling competences that is relevant for physics teaching and science education research and to identify the potentials and constraints in the development of modelling competences. A written test, which embraces a wide range of modelling aspects in mechanics domain, was drawn up and validated, and a theoretically based evaluation methodology was specified. In the validation process, the test was given to 75 subjects distributed across seven levels of physics education. The answers were analysed and later cluster analysis was carried out in order to identify categories of answers among the diverse answers. The results indicate that the test identified and delimitated modelling competences. Some results are in agreement with those obtained through other research into this issue and other results better elucidate certain aspects of modelling. The way in which evaluation methodology can be used in other areas of physics is discussed, such as in research and in teaching. Also discussed is how the constraints and potentials identified in the development of modelling competences can be taken into account in teaching and learning sciences. 相似文献
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从物理教学实践出发，论述了中学物理教师应具备的10个方面的教学能力及相关要求：良好的语言及板书表达能力；灵活运用教育学、心理学及学科教学理论于物理教学实践的能力；分析和组织物理教材的能力；优选和运用物理教学方法的能力；设计和实施物理教学过程的能力；运用实验进行物理教学的能力；运用直观教具及现代化教学手段的能力；组织和指导学生进行物理课外活动的能力；了解学生并进行分类指导的能力。从事物理教学研究的能力。 相似文献
19.
Matter and Interactions (M&I) has recently been adopted as a novel introductory physics course that focuses on the application
of a small number of fundamental physical principles to the atomic and molecular nature of matter. This study investigated
how five physics teaching assistants (TAs) developed professional knowledge for teaching from their teaching experiences.
Specifically, we explored what experiences influenced their knowledge development for teaching the innovative introductory
physics course, M&I. Through a qualitative, multiple case study research design, data was collected from multiple sources:
non-participant observations, digitally recorded video, semistructured interviews, TAs’ written reflections, and researchers’
field notes. As TA’s progressed through the semester, two experiences emerged as having a significant role in their development
of knowledge for teaching M&I: (1) setting teaching, learning, and curriculum goals for their classes; and (2) encountering
dilemmas of teaching and learning. The results of this study will contribute to future preparation of the innovative introductory
physics course as well as other college level science courses. 相似文献
20.
Models and Modelling in Physics Education: A Critical Re-analysis of Philosophical Underpinnings and Suggestions for Revisions 总被引：1，自引：0，他引：1
Ismo Tapio Koponen 《Science & Education》2007,16(7-8):751-773
The model-based view (MBV) of science education, which strives for authenticity in science teaching, is currently seeking
support from the philosophical positions related to the Semantic View of Theories (SVT). These recent advances are promising
steps towards establishing a robust philosophical framework, but they need revision in so far as they are meant to apply to
physics and physics education. It is suggested here that in physics education, attention needs to be guided to the notion
of the empirical reliability of models and modelling, and to the methodological question of how empirical reliability is established in the process of making a match between theory and experiment. The suggested picture – intended for the purposes of physics teacher education – replaces the current more limited philosophical
frameworks used in science education with one of a wider scope. Moreover, the revised philosophical background gives a more
authentic picture of physics as science, and the modelling activity within it, than the other current stances in the science
education. 相似文献