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CarloS. Furió RafaeL. Azcona Jenaro Guisasola Mary Ratcliffe 《International Journal of Science Education》2013,35(12):1285-1304
In this study the origin and evolution of the meanings of the concepts 'amount of substance' and 'mole' are described. Serious disagreements about these concepts amongst chemistry teachers and the recommendations of the international scientific community are identified. Attention is also drawn to the didactic implications that these epistemological difficulties may have for the teaching of chemistry. 相似文献
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Jenaro Guisasola Jose L. Zubimendi Jose M. Almudí Mikel Ceberio 《Science & Education》2002,11(3):247-261
There are few didactic studies concerning the difficulties met by students inunderstanding the meaning of capacitance in a charged body. However, theunderstanding of capacitance can be a good indicator of the Students' learningof electrostatic theory in general. To describe Students' difficulties in learningthis concept we have considered, on the one hand, that individuals constructmental representations in order to help their understanding of the way a physicalsystem works under varied circumstances. On the other hand, a critical study ofthe history and epistemology of science is likely to enlighten us teachers andresearchers about the presence of qualitative leaps in the evolution of a concept.Thus, the consideration by teachers of these `discontinuities between meaningsfor the same concept, may lead them to understand Students' difficulties on learningit. We developed a historical study of the development of the capacitance conceptand an empirical study with students to identify historical and learning difficulties.The results obtained seem to show that most of the students who reason aboutaspects related to the charge of bodies and capacitance feel more comfortablewhen they talk in terms of charge than in terms of electric potential in a similarway to the first explanations of the early electric theories. 相似文献
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Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献
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Dynamic behaviour of soils used for natural turf sports surfaces 总被引：1，自引：0，他引：1
The modulus and damping properties of soils in compression are a function of soil type, water content, stress history and
loading rate. To model human–surface interaction with natural turf sports surfaces, stiffness and damping properties must
be determined at dynamic loading rates. Two contrasting soil types, a Sand and a Clay Loam, commonly used in sports surfaces
were loaded uniaxially to 2 kN at loading rates between 0.6 and 6 kN s−1 in modified dynamic soil testing apparatus. Soils were compacted prior to loading but initial cycles resulted in viscoplastic
deformation, with strain accumulation with repeated cycles of loading. Ultimately a resilient, viscoelastic steady-state equilibrium
with loading was established. Resilient modulus and damping ratio varied with soil type, water content, stress history and
increased significantly with loading rate. The resilient modulus of the Sand soil, typical of modern free-draining sand construction
natural turf sports surfaces, was significantly greater than that of a Clay Loam soil more characteristic of traditional natural
turf surfaces; reducing water content caused an increase in modulus and a decrease in damping ratio in the Clay Loam soil.
Determination of these properties provides initial data for the modelling natural turf surface behaviour in terms of both
ball and human interactions, with further research required to determine the effect of both grass roots and leaves on mechanical
behaviour. 相似文献
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University Students' Strategies for Constructing Hypothesis when Tackling Paper-and-Pencil Tasks in Physics 总被引：1，自引：0，他引：1
Jenaro Guisasola Mikel Ceberio José Luis Zubimendi 《Research in Science Education》2006,36(3):163-186
The study we present tries to explore how first year engineering students formulate hypotheses in order to construct their own problem solving structure when confronted with problems in physics. Under the constructivistic perspective of the teaching–learning process, the formulation of hypotheses plays a key role in contrasting the coherence of the students' ideas with the theoretical frame. The main research instrument used to identify students' reasoning is the written report by the student on how they have attempted four problem solving tasks in which they have been asked explicitly to formulate hypotheses. The protocols used in the assessment of the solutions consisted of a semi-quantitative study based on grids designed for the analysis of written answers. In this paper we have included two of the tasks used and the corresponding scheme for the categorisation of the answers. Details of the other two tasks are also outlined. According to our findings we would say that the majority of students judge a hypothesis to be plausible if it is congruent with their previous knowledge without rigorously checking it against the theoretical framework explained in class. 相似文献
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Mikel Garmendia Jenaro Guisasola J. I. Barragués Kristina Zuza 《European Journal of Engineering Education》2008,33(4):463-470
In order to adapt current subjects to the ECTS credits system, it is necessary to estimate how much time a student has to invest in learning a subject. The Polytechnic Engineering School of the University of the Basque Country has made an initial study to investigate this matter in several subjects. A weekly questionnaire design was used for all the students in the class, supplemented, when necessary, by an individual interview, with student collaboration. The results indicate that the study rhythm and the number of hours are strongly conditioned by the evaluation system. 相似文献
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Jenaro Guisasola Jose M. Almudi Kristina Zuza 《International Journal of Science Education》2013,35(16):2692-2717
This study examined engineering and physical science students' understanding of the electromagnetic induction (EMI) phenomena. It is assumed that significant knowledge of the EMI theory is a basic prerequisite when students have to think about electromagnetic phenomena. To analyse students' conceptions, we have taken into account the fact that individuals build mental representations to help them understand how a physical system works. Individuals use these representations to explain reality, depending on the context and the contents involved. Therefore, we have designed a questionnaire with an emphasis on explanations and an interview, so as to analyse students' reasoning. We found that most of the students failed to distinguish between macroscopic levels described in terms of fields and microscopic levels described in terms of the actions of fields. It is concluded that although the questionnaire and interviews involved a limited range of phenomena, the identified explanations fall into three main categories that can provide information for curriculum development by identifying the strengths and weaknesses of students' conceptions. 相似文献
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Carlos Furió‐Más Jenaro Guisasola Cristina Furió‐Gómez 《International Journal of Science Education》2013,35(11):1337-1358
This paper investigates the views of science and scientific activity that can be found in chemistry textbooks and heard from teachers when acid–base reactions are introduced to grade 12 and university chemistry students. First, the main macroscopic and microscopic conceptual models are developed. Second, we attempt to show how the existence of views of science in textbooks and of chemistry teachers contributes to an impoverished image of chemistry. A varied design has been elaborated to analyse some epistemological deficiencies in teaching acid–base reactions. Textbooks have been analysed and teachers have been interviewed. The results obtained show that the teaching process does not emphasize the macroscopic presentation of acids and bases. Macroscopic and microscopic conceptual models involved in the explanation of acid–base processes are mixed in textbooks and by teachers. Furthermore, the non‐problematic introduction of concepts, such as the hydrolysis concept, and the linear, cumulative view of acid–base theories (Arrhenius and Brönsted) were detected. 相似文献