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Science & Education - Debates on the philosophical interpretations of quantum physics have motivated a renewed interest in how secondary and lower undergraduate students interpret quantum... 相似文献
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Jordi Solbes Jenaro Guisasola Francisco Tarín 《Journal of Science Education and Technology》2009,18(3):265-274
In this work we present the design and assessment of a teaching sequence aimed at introducing the principle of energy conservation
at post-compulsory secondary school level (16–18 year olds). The proposal is based on the result of research into teaching-learning
difficulties and on the analysis of the physics framework. Evidence is shown that this teaching sequence, together with the
methodology used in the classroom, may result in students having a better grasp of the principle of energy conservation. 相似文献
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After a first approach to analyze which is today's status of the history ofscience in high school Physics and Chemistry classes, we attempt to demonstrate that an appropriateintroduction of several aspects of History and Sociology of Science in our classes can operate asignificant improvement in pupils' image and attitudes in science and science teaching. We will show thatseveral groups of pupils from 15 to 17 can improve significantly their interest in science after at least a yearworking with papers containing many different activities that involve several historical aspects of science, like contextbiographies, original papers, reports on STS in history or videos showing the making and growth of major conceptsin P & C. 相似文献
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Jenaro Guisasola Jordi Solbes José‐Ignacio Barragues Maite Morentin Antonio Moreno 《International Journal of Science Education》2013,35(15):2085-2104
The present paper describes the design of teaching materials that are used as learning tools in school visits to a science museum. An exhibition on ‘A century of the Special Theory of Relativity’, in the Kutxaespacio Science Museum, in San Sebastian, Spain, was used to design a visit for first‐year engineering students at the university and assess the learning that was achieved. The first part of the paper presents the teaching sequence that was designed to build a bridge between formal teaching and the exhibition visit. The second part analyses the potential of the exhibition and the aforementioned teaching sequence to influence the students’ knowledge of three aspects of the Special Theory of Relativity. The results obtained show that the design of the visit, with both pre‐visit and follow‐up activities, was effective as a means of increasing students’ understanding and stimulating their ability to argue scientifically. 相似文献
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