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Where would we be without CESAA
Get PDFMost Australians have limited knowledge or appreciation of the European Union (EU), its structure and processes. The relationships between the 27 Member States and the EU institutions mean little, let alone the complex arrangements and checks and balances in place, on the one hand to promote European integration, and on the other, to protect and promote the rights and interests of the nations which form the membership of the EU
SOLUTION-BASED DESIGN PROCESS AS PEDAGOGY IN CONSTRUCTING INTEGRATED STEM TASKS: WITHIN THE AUSTRALIAN CURRICULUM
Get PDFCULTURALLY RESPONSIVE PEDAGOGIES AND COMMUNITY CULTURAL WEALTH: MATHEMATICS EDUCATION IN JUVENILE DETENTION CENTRES IN AUSTRALIA
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A culturally diverse learners’ conceptual physics progression: A COVID transition in 2020 and onwards
Get PDFIn this presentation we discuss the conceptual progression of a mechanics physics course taught at the Physics Department at the University of Johannesburg (UJ) in 2020 (Carleschi et al, 2022). The number of students enrolled is typically of the order of 400 each year and this has led to challenges in transitions between online learning and face-to-face. The force concept inventory (FCI) has been extended at the Physics Department using a conceptions/'misconceptions' lens for a further two years, to include 2021 and 2022. We present and explore the effects that switching mid-semester from traditional classes to online classes, as imposed by the COVID-19 lockdown in South Africa, has had on the teaching andragogy at UJ.
We discuss the initial stages of how using `dominant misconceptions', as derived from the pre-test part of the Force Concept Inventory (FCI) assessment tool, can give informative data on how to proceed with teaching practices on a classical mechanics course, as taught in the Physics Department of the University of Johannesburg. We also briefly discuss some details of language effects between high school matriculation marks and FCI scores, and how this may prepare faculty members when considering their teaching andragogy. South Africa is a diaspora of languages with over 10 official languages spoken, besides the multitudes of other dialects.
Specifically, we used a question-by-question comparison of different cohorts of the 30 question FCI and we also looked at correlation coefficients between high school matriculation scores including language spoken at home and performance on the FCI.
REFERENCE
Carleschi. E., Chrysostomou A., Cornell A. S., & Naylor W. (2022). Probing the effect on student conceptual understanding due to a forced mid-semester transition to online teaching. European Journal of Physics, 43, 035702. https://doi.org/10.1088/1361-6404/ac41d
The use of analogies by future physics teachers during activities of supervised internship
Get PDFAccording to Silva and Terrazzan (2011), analogies are normally used in people's daily lives, generally relating knowledge in an unfamiliar domain (target) with everyday knowledge (analogue). This research aimed to investigate how analogies have been used in Physics teaching, particularly during Thermology classes conducted by future physics teachers during a supervised internship. The future teachers taught the classes in two schools: one regular High School and the other for Youth and Adult Education (YAE). Data were obtained from recordings and transcripts of these classes and analyzed qualitatively using the Teacher with Analogies (TWA) model for creating analogies, adapted from Harrison and Treagust (1994), Bozelli (2005) and Duit (1991), as one of the main forms of analysis. Altogether, nine analogies used by the future Physics teachers were identified. Eight of them fulfil their role as analogies and, when analyzed, only three are free from misunderstandings by those who listen to them. In addition, differences were identified in the use of analogies between the two schools; since in the YAE School the teachers provided more details than in the High School, the analogies were more direct. We concluded that no student made use of analogies and that the teachers used them to exemplify and contextualize the contents and target concepts. In addition, we highlight the need to implement discussions aimed at formulating analogies within Physics teacher training courses.
REFERENCES
Bozelli, F. C. (2005) Analogias e Metáforas no Ensino de Física: o discurso do professor e o discurso do aluno. Master's Thesis in Science Education (Bauru: São Paulo University – Unesp), p.203.
Duit, R. (1991) On the role of analogies and metaphors in learning science. Science education, 75(6), 649-672. https://doi.org/10.1002/sce.3730750606
Harrison, A. G. & Treagust, D. F. (1994). Science analogies. Science Teacher, 61(4), 40-43.
Silva, L. L. & Terrazzan, E. A. (2011) As analogias no ensino de conteúdos conceituais, procedimentais e atitudinais em aulas de Física do ensino médio. Experiências em Ensino de Ciências, 6(1), 133-154
Brazilian physics education curriculum from a decoloniality lens
Get PDFThe teaching process is a social practice engendered in the space characterized by the school environment. In this way, we can show how the subjects participating in this process are the students, the teachers, and the community of parents. Thus, according to the structuralist perspective of culture, assumed as a set of action schemes and resources necessary for the development of any social relationship in a given group of people, the classroom is characterized as a physical space in which there will be not only the reproduction of values and beliefs, molded from language and incorporated through behavioral gestures, but it will also be transformed through the contact between the various people involved in that relationship. Thus, we can assume that in the classroom there will be the materialization of a set of values and standards predetermined by the curriculum in force, which admit political-ideological positions that determine the teaching process, resulting in what is understood by human formation. In this sense, it is justified to investigate how these values and standards would be materialized through the curriculum and what is manifested during the teaching pedagogical practice. In view of the above and, assuming the Teaching of Sciences as a context, especially Physics Education, we seek with this contribution, to present an analytical framework about the cultural elements present in the Physics Education curriculum of high school education in the State of São Paulo, Brazil and how that contributes to the formation of a scientific epistemic. To this end, we assume for this investigation the theoretical contributions provided by the decolonial theory from the perspectives of Quijano (2019), Mignolo and Walsh (2019), and Abdi (2011).
Regarding the methodological contributions, we highlight the São Paulo curriculum as our primary source of information, constituting a discursive-documentary study. As for the process of transforming information into analysis data, we used Michel Pêcheux's (2015) discursive analysis to identify the ideological bases that constitute the discourse materialized in the curriculum. As preliminary results of this study, we determined that the curriculum analyzed is aimed at full technical and marketing training, to contribute to the maintenance of the capitalist system that, as we know, reflects on social disparity, and raises the issue of merit as a unique category of access to so-called high-return courses, such as engineering and medicine. Thus, from the decolonial theoretical perspective, we can see that the didactic content produced by this curriculum does not present specific scientific epistemic elements in Brazil, to the detriment of the incorporation of standards and values arising from other nationalities, generally North American and/or European. With this investigation, we hope to understand the cultural lenses that act as colonizing operators in the set of scientific norms and in the formation of Brazilian scientific nationality.
REFERENCES
Abdi, A. A. (2011). Decolonizing Philosophies of Education. Rotterdam: Sense Publishers.
Mignolo, W. & Walsh, C. (2018). On decoloniality: concepts, analytics, and praxis. Durham: Duke University Press.
Pêcheux, M. (2015). Análise de Discurso. First ed. Campinas: Pontes Editores.
Quijano, A. (2019). Ensayos en torno a la colonialidad del poder. First ed. Buenos Aires: Ediciones del Signo.
São Paulo. (2020). Currículo Paulista do Ensino Médio. Available in: https://efape.educacao.sp.gov.br/curriculopaulista/
Active learning and historical research on educational methods in fluid pressure in 150th anniversary of the Japanese school systems
Get PDFReconstructions of historically valuable teaching materials in Meiji Era
We have been collecting students' physics notes and educational materials by nationwide searches to capture and record the real situation of Japanese education and to elucidate the characteristic formation process since the Meiji Era. Commemorating the 150th anniversary of the Japanese school system, we report what we have accumulated so far. In our recent exploratory research, we have been able to decipher physics lessons based on old textbooks in upper elementary schools, upper secondary schools, junior high schools, teacher’s schools, and preparatory departments. We have deciphered collections of teaching materials and students’ lecture notes based on the types of textbooks of A. Ganot’s used by Ogawa Masataka (Shizuoka Junior High School) and Sakai Sukeyasu (Mito Junior High School), and types of physics textbooks by B. Stewart, given by Sakurai Fusaki (Fifth Senior High School). Furthermore, we have analyzed Active Learning (AL) type physics education recorded by Matuoka’s physics-note (Saitama upper elementary school) based on the textbooks written by Gage.
The innovative content of Japanese science education is deeply influenced by Europe and the United States, in particular those developed by Parker’s and G. P. Quackenbos’ and Stewart’s physics, and those that are deeply referring to Ganot’s Physics textbooks. We have attempted modern reconstruction of historically valuable materials using ICT-and AL in Fluid Dynamics. For example, we present case studies for improvement of a hands-on experiment on Pascal’s Principle, Figure 1, using home-made suction-cup & vacuum-pump and wireless pressure sensors.
AL on Pascal’s Principle by using Suction Cup and wireless ICT sensors
We present on how to create simple experimental tools made at home by inexpensive goods from one-dollar stores, even during the COVID-19 pandemic. Modern reconstruction of AL on Pascal's Principle by using suitable experimental devises such as suction cup and vacuum pump, Figure 1. We show non-buoyancy-upward fluid forces for near-vacuum pressures in suction cup, based on the important boundary conditions, which will produce a simple experimental clarification of the Graf‘s “buoyance paradox” (Graf, 2004) in fluid pressure. Here, the same pressure is achieved by a small hole which connects a suction cup to barometer and wireless sensor zone. The same is done with a thin silicon tube connecting the suction cup to the device zone.
ACKNOWLEDGEMENT
This work was supported by Grant-in-Aid for Scientific Research 21K02947, 21K02890 and 19H01711.
REFERENCE
Graf, F. H. (2004). Just What Did Archimedes Say About Buoyancy the Physics. Teacher, 42, 296