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Our research is focused on the selection, classification and comparative presentation of the various proposals concerning the contribution of the history of physics in physics education, that have been designed and/or carried out as part of either research or curriculum development during the last century. The framework of the classification is the result of the study of the aims of the teaching-learning of physics, as they have been presented since the 1960s, coupled with the current trends in science education, including discovery learning in the 1960s and constructivism nowadays. The study of the various proposals concerning the contribution of the history of physics in physics education revealed different points of view and led to the creation of new sub-categories of the initial framework. In an attempt to havea better overall view of the classification, we designed a chart so that the various proposals reported could be observed and commented on in a comparative way. The framework of the classification is presented on the vertical axis of a chart, while time from 1893, the year of the earliest referenceavailable (Lodge 1893), till today is presented on the horizontal axis. 相似文献
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Science &; Education - This paper deals with two main research questions: a) Can we search for pupils' potential alternative ideas in the history of science and especially in those areas... 相似文献
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In this paper, we present the design and application of a teaching scenario appropriate for 12-years-old pupils in the primary school aiming to a better understanding of scientific concepts and scientific methods, linking the development of individual thinking with the development of scientific ideas and facilitating a better understanding of the nature of science. The design of the instructional material supporting this scenario has been based on the study of the history of astronomy and especially on: (a) The various theories concerning the movement of Earth, our solar system and the universe. (b) Key-stories highlighting the evolutionary character of scientific knowledge as well as the cultural interrelations of science and society. The design of the teaching scenario has focused on the participation of pupils in gradually evolving discourses and practices encouraging an appreciation of aspects of the nature of science (e.g. the role of observation and hypothesis, the use of evidence, the creation and modification of models). In this case, pupils are asked to produce their own narratives: animation movies concerning the geocentric?Cheliocentric debate inspired by the history of science, as the animation technique presents strong expressional potential and currently has many applications in the field of educational multimedia. The research design of this current case study has been based on the SHINE research model, while data coming from pupils?? animation movies, questionnaires, interviews, worksheets, story-boards and drawings have been studied and analyzed using the GNOSIS research model. Elaborated data coming from our analysis approach reveal the appearance, transformation and evolution of aspects of nature of science appreciated by pupils and presented in their movies. Data analysis shows that during the application pupils gradually consider more and more the existence of multiple answers in scientific questions, appreciate the effect of culture on the way science functions and the way scientists work as well as the effect of new scientific interpretations that replace the old ones in the light of new evidence. The development of pupils?? animation movies carrying aspects of the history of astronomy with a strong focus on the understanding of the nature of science creates a dynamic educational environment that facilitates pupils?? introduction to a demanding teaching content (e.g. planet, model, retrograde motion) placing it in context (key-stories from the history of science) and at the same time offers to pupils the opportunity to engage their personal habits, interests and hobbies in the development of their science movies. 相似文献
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Panagiotis Piliouras Katerina Plakitsi Fanny Seroglou Georgia Papantoniou 《Research in Science Education》2018,48(6):1221-1246
The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a developmental work research program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students. The 1-year-long, 2012–2013, program consisted of a series of activities to support teachers to develop their pedagogical content knowledge of NOS. In order to accomplish our goal, we enabled teacher-researchers to analyze their own discourse practices and to trace evidence of effective NOS teaching. Many studies indicate the importance of examining teachers’ discussions about science in the classroom, since it is teachers’ understanding of NOS reflected in these discussions that will have a vital impact on students’ learning. Our proposal is based on the assumption that reflecting on the ways people form meanings enables us to examine and seek alternative ways to communicate aspects of NOS during science lessons. The analysis of discourse data, which has been carried out with the teacher-researchers’ active participation, indicated that initially only a few aspects of NOS were implicitly incorporated in teacher-researchers’ instruction. As the program evolved, all teacher-researchers presented more informed views on targeted NOS aspects. On the whole, our discourse-focused professional development program with its participatory, explicit, and reflective character indicated the importance of involving teacher-researchers in analyzing their own talk. It is this involvement that results in obtaining a valuable awareness of aspects concerning pedagogical content knowledge of NOS teaching. 相似文献
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