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This study is a detailed look at the level of understanding of fundamental ideas about blackbody radiation (BBR) among physics teachers. The aim is to explore associations and ideas that teachers have regarding blackbody radiation: a concept used routinely in physics and chemistry, which is necessary to understand fundamentals of quantum physics. In this explorative study, the responses of 106 high school physics teachers from 18 different cities in Turkey were examined using an online questionnaire during the 2014/2015 academic year. Male (88 %) and female (12 %) teachers with an average teaching experience of 17 years participated in this study. Teachers were asked about the concept of a “blackbody” and its radiation as well as about the closely related topics such as Wien’s law and the historic effect of understanding BBR on the development of modern physics. In this study, teachers’ spontaneous ideas about the BBR are depicted by “answer sculptures.” The answer sculpture is a new way of representing and categorizing responses provided by the participants. The analysis of answer sculptures revealed that the physics teachers’ factual knowledge and their conceptual understanding of the BBR are incomplete and even misleading. Here is what teachers we surveyed make of BBR as presented in our answer sculptures. This study is left at investigating teachers’ understandings of (1) blackbody radiation and (2) the significance of this scientific breakthrough. 相似文献
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Because computers generally make children passive listeners, new technological devices need to support children's storytelling activities. This article introduces the StoryTech, a smart toy that includes a virtual space comprised of computer-based graphics and characters as well as a real space that involves stuffed animals, background cards and a receiver panel. When children put real objects on the receiver panel, the computer displays related backgrounds and characters. Through this flexible context, children are expected to tell a story about what they see on the screen. The aim of this article is to present the development period of the StoryTech and to provide design principles for smart toy technologies based on the usability study. The article focuses on attributes of new technology and the significance of supporting storytelling activities to find the best combination of and moderation between real and virtual spaces. 相似文献
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This study examined the influence of socioeconomic (age, education, marital status, income, and health) and demographic variables and the quantity and quality of relationships with adult children, grandchildren, siblings and friends on life satisfaction of the elderly. Participants were 200 persons older than 60 years of age. Hierarchical regression analysis was used for data analysis. The three sets of regression models were run for each gender. Regression equations involved three sets of independent variables: socioeconomic, demographic, and relational (i.e., frequency, satisfaction) variables. When the three models were examined together, health and education made the highest contribution to females' life satisfaction. Health had a similar effect on the life satisfaction of males. 相似文献
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Nuri Balta Víctor-Hugo Perera-Rodríguez Carlos Hervás-Gómez 《Education and Information Technologies》2018,23(2):837-850
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool. 相似文献
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The utility of cadaver‐based approaches for the teaching of human anatomy: A survey of British and Irish anatomy teachers 
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下载免费PDF全文 Joy Y. Balta Michael Cronin John F. Cryan Siobhain M. O'Mahony 《Anatomical sciences education》2017,10(2):137-143
Utilizing reality anatomy such as dissection and demonstrating using cadavers has been described as a superior way to create meaning. The chemicals used to embalm cadavers differentially alter the tissue of the human body, which has led to the usage of different processes along the hard to soft‐fixed spectrum of preserved cadavers. A questionnaire based approach was used to gain a better insight into the opinion of anatomists on the use of preserved cadavers for the teaching of human anatomy. This study focused on anatomy teachers in the United Kingdom and Ireland. From the 125 participating anatomists, 34.4% were medically qualified, 30.4% had a PhD in a non‐anatomical science and 22.4% had a PhD in an anatomical science, these figures include ten anatomists who had combinations of MD with the two other PhD qualifications. The main findings from the questionnaire were that 61.6% of participants agreed that hard‐fixed formalin cadavers accurately resemble features of a human body whereas 21.6% disagreed. Moreover, anatomists rated the teaching aids on how accurately they resemble features of the human body as follows: plastic models the least accurate followed by plastinated specimens, hard fixed cadavers; soft preserved cadavers were considered to be the most accurate when it comes to resembling features of the human body. Though anatomists considered soft preserved cadavers as the most accurate tool, further research is required in order to investigate which techniques or methods provide better teaching tool for a range of anatomical teaching levels and for surgical training. Anat Sci Educ 10: 137–143. © 2016 American Association of Anatomists. 相似文献
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ABSTRACTThe aim of this study was to characterise thoroughly the differences between Physics Olympiad competitors' and regular students' successes and approaches in relation to counterintuitive dynamics problems (CDPs) in order to discover some of the differences between skilled problem-solvers and those with fewer such skills. A total of 23 Physics Olympiad competitors were found by snowball sampling, while 40 regular students were selected by means of convenience sampling to participate in this study. To compare the students' solutions, we ran through six CDP of low, medium, and high difficulty. Students' responses were analysed by means of both qualitative and quantitative methods. The findings indicate that Olympians are much more successful and careful in handling CDP than regular students. On the other hand, regular students' challenges were often associated with a superficial problem-solving approach and with inadequate analysis of the problem. It can be concluded that, when compared to regular students, expert students' in-depth analysis resulted in greater successes and more efficient approaches in solving counterintuitive problems. Hence, it may be claimed that, with the use of counterintuitive problems, teaching and assessment practices may be developed to help students advance to higher hierarchical categories of problem-solving. 相似文献
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Nuri Balta Ali Eryılmaz 《International Journal of Science and Mathematics Education》2017,15(3):411-431
One way to fascinate, engage, arouse curiosity, motivate, and stimulate intellectual development in learning scientific concepts is to use counterintuitive questions. These questions make students aware of the inadequacies of their own thinking by exposing them to situations whose outcomes are inconsistent with what they would expect. In this study, a counterintuitive dynamics test (CIDT) is developed and administered to high school students along with the force concept inventory (FCI). After expert reviews, the initial version of the test consisting of 39 questions was administered to 87 students as a pilot study. After item analysis, a final version of 30 questions was developed; its internal consistency reliability coefficient was calculated as 0.826. The CIDT and FCI were administered to 229 students from 9 different high schools in Turkey. The results indicated that while in FCI students were mostly affected by everyday experiences and while in CIDT by carelessness and a superficial approach. Average scores for both tests were roughly equal and low. The results showed that the CIDT is a new test that measures another dimension of dynamic concepts and should be used along with the FCI. 相似文献
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