共查询到20条相似文献，搜索用时 21 毫秒
1.
Sriram Ramaswamy 《Resonance》2000,5(3):16-34
This article reviews the history of the phenomenon of Brownian motion, how it confirmed the molecular view of matter, and
how it led to the invention of nonequilibrium statistical mechanics. 相似文献
2.
Sriram Ramaswamy 《Resonance》2005,10(12):106-124
This article reviews the history of the phenomenon of Brownian motion, how it confirmed the molecular view of matter, and
how it led to the invention of nonequilibrium statistical mechanics. 相似文献
3.
Gopalpur Nagendrappa 《Resonance》2011,16(11):1007-1018
Rutherford was the greatest experimental physicist since Faraday. He had the most astonishing insight into physical processes,
and in a few remarks he would illuminate a whole subject. He liked his physics and his experiments simple and described his
work in simple and concise language. Rutherford’s discovery of the atomic nucleus had solved the mystery of the matter which
had troubled the world’s great philosophers for centuries. He is to the atom what Darwin is to evolution, Newton to mechanics,
Faraday to electricity and Einstein to relativity. These are a few remarks made about Rutherford by his students and colleagues. 相似文献
4.
Mehmet Sahin 《Journal of Science Education and Technology》2010,19(3):266-275
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and
conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about
physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55,
traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning
and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS)
and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and
conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the
traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs.
A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like
beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the
semester. Suggestions are presented regarding the implementation of the PBL approach. 相似文献
5.
Vasant Natarajan 《Resonance》2008,13(7):655-661
We analyze Einstein’s views on God and religion, and his views on Quantum Mechanics.
Vasant Natarajan is at the Department of Physics, Indian Institute of Science. His research interests are in high-resolution
laser spectroscopy, optical frequency measurement, and use of laser-cooled atoms to search for time-reversal violation in
the laws of physics. He serves on the Editorial board of Resonance and contributes regularly to the journal. He considers himself an Ekalavya-type shishya to his guru Einstein. A picture of
Einstein hangs above his chair.
This article first appeared in ‘Backstage’ — a newsletter published to mark the theatre festival ‘Moitree’ organized by Mukhosh, a Bangalore-based Bengali theatre
group. 相似文献
6.
Athanasios Velentzas Krystallia Halkia Constantine Skordoulis 《Science & Education》2007,16(3-5):353-370
This work investigates the presence of Thought Experiments (TEs) which refer to the theory of relativity and to quantum mechanics
in physics textbooks and in books popularizing physics theories. A further point of investigation is whether TEs – as presented
in popular physics books – can be used as an introduction to familiarize secondary school students with physics theories of
the 20th century. The study of textbooks and popular physics books showed that authors of both types of books consider TEs
as an important tool when presenting the theory of relativity and quantum mechanics. Furthermore, a qualitative research conducted
in secondary education revealed that the historical TEs which were transformed into forms accessible to the public could trigger
students’ interest and act as educational material to familiarize them with concepts and principles of the 20th century physics. 相似文献
7.
In the present study we attempt to incorporate the philosophical dialogue about physical reality into the instructional process
of quantum mechanics. Taking into account that both scientific realism and constructivism represent, on the basis of a rather
broad spectrum, prevalent philosophical currents in the domain of science education, the compatibility of their essential
commitments is examined against the conceptual structure of quantum theory. It is argued in this respect that the objects
of science do not simply constitute ‘personal constructions’ of the human mind for interpreting nature, as individualist constructivist
consider, neither do they form products of a ‘social construction’, as sociological constructivist assume; on the contrary,
they reflect objective structural aspects of the physical world. A realist interpretation of quantum mechanics, we suggest,
is not only possible but also necessary for revealing the inner meaning of the theory’s scientific content. It is pointed
out, however, that a viable realist interpretation of quantum theory requires the abandonment or radical revision of the classical
conception of physical reality and its traditional metaphysical presuppositions. To this end, we put forward an alternative
to traditional realism interpretative scheme, that is in harmony with the findings of present-day quantum theory, and which,
if adequately introduced into the instructional process of contemporary physics, is expected to promote the conceptual reconstruction
of learners towards an appropriate view of nature. 相似文献
8.
Solitons emerge as non-perturbative solutions of non-linear wave equations in classical and quantum theories. These are non-dispersive
and localised packets of energy — remarkable properties for solutions of non-linear differential equations. In the presence
of such objects, the solutions of Dirac equation lead to the curious phenomenon of ‘fractional fermion number’. Under normal
conditions the fermion number takes strictly integral values. In this article, we describe this accidental discovery and its
manifestation in polyacetylene chains, which has led to the development of organic conductors.
(left) Kumar Rao is a Postdoctoral Fellow at PRL, Ahmedabad. He is interested in particle physics phenomenology as probed
in particle colliders and formal aspects of quantum field theory.
(right) Narendra Sahu is currently a postdoctoral fellow at Lancaster University, UK. His main research area includes Cosmology
and Astroparticle physics. Currently he is working on dark matter and matter anti-matter asymmetry of the universe.
(center) P K Panigrahi’s research interests are in the area of quantum computation, solitons in Bose Einstein condensates
& nonlinear optical media. He is also deeply interested in science education and derives pleasure from long weekend walks. 相似文献
9.
Per Nilsson 《Educational Studies in Mathematics》2007,66(3):293-315
The purpose of this study is to investigate the ways in which Swedish seventh grade students (12 and 13 years old) handle
chance encounters. Four groups of students working in pairs participated in the study. In the group discussions, which were
tape-recorded and fully transcribed, the students were encouraged to explore strategies for winning a specifically designed
dice game based on the sum of two dice. The dice game included four different set-ups of dice designed to bring to the fore
different aspects of probability modelling and to offer the student the opportunity to encounter small differences in the
mathematical structure of the sample space and of the probability distribution between the four different set-ups. The study
describes strategies that the students use when confronted with these different set-ups, what their activities imply in terms
of resources in handling random phenomena and what the dice game offers in terms of opportunities for learning probability.
In order to explain such meaning-making processes the students’ activities are viewed from a perspective that takes into consideration
how the students’ understanding varies with their interpretations of the situation they are confronted with, i.e., how they
contextualize the different set-ups of the dice game. The results show how the students, during the course of the game, reorganize
their interpretations of the mathematical content confronting them, and how a variation of guiding principles becomes the
object of exploration. Approaches of extremes and a number model are described as a means for the students to identify and
assign probabilities for the total of two dice. 相似文献
10.
Arvind Kumar 《Resonance》2006,11(12):10-20
Newton’s epochal work on dynamics and gravitation sometimes tends to eclipse his great contributions to optics. Also, his
work in optics is rivalled by equally significant work by his contemporaries, especially Huygens. Yet his creativity is apparent,
even in ideas and models in optics that were later abandoned in science.
His main areas of interest are theoretical physics and physics education. He has been involved in the science olympiad programme
in India from its inception in 1998. 相似文献
11.
Debashish Chowdhury 《Resonance》2007,12(2):39-58
In the first part of this article, we read about Alice’s guided tour through the cellular microfactory. In the second part,
I introduce the methods of studying the materials and mechanisms of the molecular machines through dialogues. The three participants
in this discussion are Alice, her elder brother Alex and her father Albert. The style of presentation here is adapted from
Galileo’s Dialogue Concerning the Two Chief World Systems. Albert, a professor of biophysics, emphasizes the crucial differences between the mechanisms of the natural nano-machines
and those of their macroscopic counterparts. He also points out some practical applications of this interdisciplinary research
in biomedical science and nano-technology.
Debashish Chowdhury is a professor of Physics at IIT Kanpur. He is a theoretical physicist and the areas of his research interest
are statistical and biological physics. He plays with toy models using mathematical formulae and simulates nature with computers. 相似文献
12.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
13.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献
14.
Joseph Samuel 《Resonance》2005,10(5):54-61
In the first part of this article1 we gave an elementary introduction to Chern’s ideas and their impact on modern physics. In this concluding article we describe
some more advanced applications of Chern’s ideas. This second part is some-what more demanding than the first part and is
addressed to students with some background in mathematics and physics.
Joseph Samuel is a theoretical physicist and by natural inclination a classical mechanic. Over the years he has strayed into
other fields like optics, general relativity and very recently DNA elasticity. A unifying theme in his work is differential
geometry and topology in physics. He keeps moderately fit by raising and lowering indices and relaxes by playing semiclassical
guitar. 相似文献
15.
The purpose of this study was to diagnose the misconceptions held by pre-service physics teachers about force and motion.
The secondary aim of the study was to detect whether misconceptions vary according to gender, educational level, and culture.
The study was conducted with 79 student-teachers attending to one of the largest faculties of education in Turkey. Force Concept
Inventory (FCI) was used to diagnose student-teachers’ misconceptions. FCI is a conceptual test consisting of 29 multiple
choice items. Each wrong choice for each question reflects a specific misconception about the force and motion concepts. Data
from the study was analyzed by using frequencies, t-test, and ANOVA for making comparisons according to gender and years of education. Results of the study showed that student-teachers
of physics hold very strong misconceptions about impetus and active force. No significant differences were found between male
and female students’ scores on the concept test. The results also showed that misconceptions about force and motion decreased
through the years of education. However, they did not disappear completely. Findings of the study are very similar to the
other research findings conducted on the subject in other countries. Student-teachers’ conceptions about Newton’s Third Law,
on the other hand, were significantly better than those observed in other research done in other countries such as the US
and Finland. 相似文献
16.
The whole theoretical framework of physics rests only on a few but profound principles. Wigner enlightened us by elucidating
that “It is now natural for us to try to derive the laws of nature and to test their validity by means of the laws of invariance,
rather than to derive the laws of invariance from what we believe to be the laws of nature.” Issues pertaining to symmetry,
invariance principles and fundamental laws challenge the most gifted minds today. These topics require a deep and extensive
understanding of both ‘quantum mechanics’ and the ‘theory of relativity’. We attempt in this pedagogical article to present
a heuristic understanding of these fascinating relationships based only on rather elementary considerations in classical and
quantum mechanics. An introduction to some fundamental considerations regarding continuous symmetries, dynamical symmetries
(Part 1), and discrete symmetries (Part 2) (parity, charge conjugation and time-reversal), and their applications in atomic,
nuclear and particle physics, will be presented. 相似文献
17.
18.
Keiichi Takaya 《Interchange》2008,39(1):1-19
Though a psychologist by training, Jerome Bruner has always been, and still is, one of the leading figures in education. His
theory of education in the 1960s and the 1970s directly influenced the programs of education formulated during those decades.
The influence of his theory after the 1980s seems to be less direct, and some who read his 1996 book, The Culture of Education, may have an impression that his educational theory has changed. In this paper, I will review the historical significance
of the changes in Jerome Bruner’s work over his career and their implications for curriculum theory. I will argue that there
are, in fact, significant changes in Bruner’s views. 相似文献
19.
Pierre J. Boulos 《Science & Education》2006,15(6):577-595
Much attention has been given to Newton’s argument for Universal Gravitation in Book III of the Principia. Newton brings an impressive array of phenomena, along with the three laws of motion, and his rules for reasoning to deduce
Universal Gravitation. At the centre of this argument is the famous ‘moon test’. Here it is the empirical evidence supplied
by the pendulum and Huygens’ results which drive Newton’s argument. This paper explores Newton’s argument while paying close
attention to the role the pendulum plays in the argument. 相似文献
20.
Janice Kroeger 《Journal of Educational Change》2006,7(4):319-337
This paper features one gay parent activist in the complex social milieu of his child’s school and his community, his actions meeting both resistance and concurrence as a larger movement operated locally and nationally to make schooling more accepting of and acceptable to gays and lesbians. The paper traces this man’s parenting processes and their effect on the schooling of many children, not only his own, and then contrasts his voice with the reluctant, often denying, and finally acquiescent voices of school people. The narrative captures the essence of cultural and identity change as well as individual and institutional processes. Turning to theory, I use postmodern dilemmas to define the episodic movements of the groups and the multipositionality of the individuals involved. Agency, social roles, and collaborative and individual activity illuminate the agenda of social groups effectively working with and through this parent to meet political goals for students. 相似文献