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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
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Thought Experiments are powerful tools in both scientific thinking and in the teaching of science. In this study, the historical Thought Experiment (TE) ‘Newton’s Cannon’ was used as a tool to teach concepts relating to the motion of satellites to students at upper secondary level. The research instruments were: (a) a teaching-interview designed and implemented according to the Teaching Experiment methodology and (b) an open-ended questionnaire administered to students 2 weeks after the teaching-interview. The sample consisted of forty students divided into eleven groups. The teaching and learning processes which occurred during the teaching-interview were recorded and analyzed. The findings of the present study show that the use of the TE helped students to mentally construct a physical system which has nothing to do with their everyday experience (i.e. they had to imagine themselves as observers in a context in which the whole Earth was visible) and to draw conclusions about phenomena within this system. Specifically, students managed (1) to conclude that if an object is appropriately launched, it may be placed in an orbit around the Earth and to support this conclusion by giving necessary arguments, and (2) to realize that the same laws of physics describe, on the one hand, the motion of the Moon around the Earth (and the motion of other celestial bodies as well) and, on the other hand, the motion of ‘terrestrial’ objects (i.e. objects on the Earth, such as a tennis ball). The main difficulties students met were caused by their idea that there is no gravity in the vacuum (i.e. the area outside of the Earth’s atmosphere) and also by their everyday experience, according to which it is impossible for a projectile to move continuously parallel to the ground. 相似文献
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Athanasios Velentzas Krystallia Halkia 《International Journal of Science Education》2013,35(18):3026-3049
The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called ‘Einstein's elevator’ and ‘Einstein's train’ can function as tools in teaching basic concepts of the theory of relativity to upper secondary-level students. The above TEs were used in the form they are presented by Einstein himself and by Landau and Rumer in books that popularize theories of physics. The research sample consisted of 40 Greek students, divided into 11 groups of three to four students each. The findings of this study reveal that the use of TEs in teaching the theory of relativity can help students realize situations which refer to a world beyond their everyday experience and develop syllogisms according to the theory. In this way, students can grasp physics laws and principles which demand a high degree of abstract thinking, such as the principle of equivalence and the consequences of the constancy of the speed of light to concepts of time and space. 相似文献
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Krystallia Halkia Dimitris Mantzouridis 《International Journal of Science Education》2013,35(12):1395-1411
The present research was designed to investigate the reaction of secondary school students to the communication code that the press uses in science articles: it attempts to trace which communication techniques can be of potential use in science education. The sample of the research consists of 351 secondary school students. The research instrument is a questionnaire, which attempts to trace students’ preferences regarding newspaper science articles, to explore students’ attitudes towards the science articles published in the press and to investigate students’ reactions towards four newspaper science articles. These articles deal with different aspects of science and reflect different communication strategies. The results of the research reveal that secondary school students view the communication codes used in press science articles as being more interesting and comprehensible than those of their science textbooks. Predominantly, they do not select science articles that present their data in a scientific way (diagrams and abstract graphs). On the contrary, they do select science articles and passages in them, which use an emotional/‘poetic’ language with a lot of metaphors and analogies to introduce complex science concepts. It also seems that the narrative elements found in popularized science articles attract students’ interest and motivate them towards further reading. 相似文献
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The present work is concerned with one of the most successful books popularizing astronomy of the last half of the 19th century,
published in France under the title L’ Astronomie Populaire. The book was translated into Greek and was the first book, out of 100, which was published in order to be a part of a popular
library meant to educate the Greek lay public. The study of the book reveals some interesting points which could be of use
in science education. The kind of language the book uses to communicate with the public, the metaphors and analogies used
to make the new knowledge accessible to the public, the unfolding of the syllogisms on which the new knowledge was based,
the epistemological view held in the book, are some of these points. 相似文献
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Athanasios Velentzas Krystallia Halkia 《International Journal of Science Education》2018,40(1):90-108
In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the explanandum is a logical consequence of the explanans, which in all cases include at least one scientific law (and/or principle, model or rule) previously presented, as well as statements concerning a specific case or specific conditions. The same structure is also followed in most of the cases in which the textbook authors explain regularities (i.e. laws, rules) as consequences of one or more general law or principle of physics. Finally, a number of the physics laws and principles presented in textbooks are not deduced as consequences from other, more general laws, but they are formulated axiomatically or inductively derived and the authors argue for their validity. Since, as it was found, the scientific explanations presented in the textbooks used in the study have similar structures to the explanations in internationally known textbooks, the findings of the present work may be of interest not only to science educators in Greece, but also to the community of science educators in other countries. 相似文献
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Kyriaki Dimitriadi Krystallia Halkia 《International Journal of Science Education》2013,35(16):2565-2582
A major topic that has marked ‘modern physics’ is the theory of special relativity (TSR). The present work focuses on the possibility of teaching the basic ideas of the TSR to students at the upper secondary level in such a way that they are able to understand and learn the ideas. Its aim is to investigate students' learning processes towards the two axioms of the theory (the principle of relativity and the invariance of the speed of light) and their consequences (the relativity of simultaneity, time dilation and length contraction). Based on an analysis of physics college textbooks, on a review of the relevant bibliography and on a pilot study, a teaching and learning sequence consisting of five sessions was developed. To collect the data, experimental interviews (the so-called teaching experiment) were used. The teaching experiment may be viewed as a Piagetian clinical interview that is deliberately employed as a teaching and learning situation. The sample consisted of 40 10th grade students (aged 15–16). The data were collected by taping and transcribing the ‘interviews’, as well as from two open-ended questionnaires filled out by each student, one before and the other after the sessions. Methods of qualitative content analysis were applied. The results show that upper secondary education students are able to cope with the basic ideas of the TSR, but there are some difficulties caused by the following student conceptions: (a) there is an absolute frame of reference, (b) objects have fixed properties and (c) the way events happen is independent of what the observers perceive. 相似文献
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In this work an attempt is made to explore the possible value of using Thought Experiments (TEs) in teaching physics to upper
secondary education students. Specifically, a qualitative research project is designed to investigate the extent to which
the Thought Experiment (TE) called ‘Heisenberg’s Microscope’, as it has been transformed by Gamow for the public in his book
Mr. Tompkins in Paperback, can function as a tool in the teaching of the ‘uncertainty principle’. The sample in the research consisted of 40 Greek
students, in 11 groups of 3–4 students each. The findings of this study reveal that the use of this TE has positive results
in teaching the uncertainty principle. Students, based on the TE, were able (i) to derive a formula of the uncertainty principle,
(ii) to explain that the uncertainty principle is a general principle in nature and it is not a result of incompleteness of
the experimental devices and (iii) to argue that it is impossible to determine the trajectory of a particle as a mathematical
line. 相似文献