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Analysis of the relativistic dynamics approach in high school and university textbooks
Get PDFRELEVANCE OF RESEARCH AND METHODOLOGY
School books are a central element of the didactic transposition (Chevallard, 1985). However, transpositive phenomena are not evident to science communicators at all levels: neither to those who write the books, nor to users, teachers and students.
This research studies the main justifications for revising the classical concepts of Momentum, Mass and Energy, in the teaching of relativistic dynamics in 18 secondary and basic university textbooks. An inductive categorization is carried out analyzing the influence of the educational level to which the texts are directed in the justifications for the review of classical dynamics and its strategies, in addition to characterizing the use of experiments, images, and the relevance of studying the relativistic dynamics exposed by the different texts.
MAIN RESULTS AND CONCLUSIONS
As shown in Figure 1 (see Abstract PDF), there is evidence of a preference for university textbooks (UNI) to review in the first instance the concept of momentum (P) for the subsequent analysis of dynamic magnitudes, while in high school textbooks (SECU) the concepts of quantity are reviewed momentum (P), mass (M) and energy (E) equally for the introduction of relativistic dynamics.
It is also evident that there is no difference between college and high school textbooks in the use of images and experiments to convince the reader. This results in this section of the texts not being as attractive to high school students as others and leading to a greater distance between "knowing how to teach" and "knowing taught". This research is important for the future development of didactic sequences for the teaching of relativistic dynamics, as well as for the elaboration of appropriate didactic materials for its learning.
REFERENCES
Chevallard, Y. (1985). La transposition didactique. Du savoir savant au savoir eneigné. Grenoble: La pensée Sauvage.
Otero, M. R.; Arlego, M., Muñoz Guzman, E. (2019). Relativity of simultaneity in secondary school: an analysis based on the Theory of the Conceptual Fields. Journal of Physics: Conference Series. https://dx.doi.org/10.1088/1742-6596/1287/1/012002
Otero, M. R., Arlego, M., Prodanoff, F. (2016). Teaching the basic concepts of the Special Relativity in the secondary school in the framework of the Theory of Conceptual Fields of Vergnaud. Il Nuovo Cimento 38 C. https://dx.doi.org/10.1393/ncc/i2015-15108-
Out of this world with high school physics education (International Space Station experiments): The Swinburne Youth Space Innovation Challenge
No full textUsing a novel approach to teaching physics, and space applications to senior high school students
The access to space has never been more affordable and so readily available than it is today, and the future job market for space related activities is growing exponentially. At Swinburne we are taking advantage of this to allow direct access to space for Australian high school students. Via the Swinburne Youth Space Innovation Challenge (SYSIC), students in years 10-12 are able to work alongside real researchers, university students and industry professionals to learn about space applications, microgravity experimentation and actively design and send an experiment for the International Space Station (ISS).
We’ve designed a specialty extra-curricular program to teach the foundations of space applications and access in two stages. The first stage is a 6-week micro-unit which is delivered via YouTube style ‘lecture videos’. These videos draw upon the wildly successful science communication style of YouTube channels like Veritasium and Vsauce. Each week we cover different topics, ranging from the resources available in our solar system, to the intricacies of space law and the physics of microgravity. Alongside these videos, students work in teams to complete weekly mini challenges related to the weeks’ theme. This has students researching historical and current space projects/events, as well as creating and innovating their own ideas to solve a problem presented. All while learning how to distill their findings to a wider audience as they share their responses via visual slides. They have support of weekly video mentor sessions with Swinburne staff and students.
In stage two of the program, the students move away from learning content, to creating their own. They are tasked with designing and pitching us their dream microgravity experiment. For this task they work to investigate past space-based experiments and how they could contribute to our understanding of physical processes in space. By the end of the program, each team has written, filmed and presented a polished science communication piece for judging. Judges range from industry professionals to active researchers. The winning team plays a leadership role in developing their idea further to send to the ISS, with all other teams also supporting the main project with their own innovation and contributions. Students participate in designing real-world research.
The 2021 challenge saw the students design an experiment around creating yogurt in space and students are currently working with samples from space in an at-school analysis kit we’ve provided.
We believe this program is the first of its kind in Oceania and is proudly led by a female management team
A world of smartphone experiments with the app phyphox
Get PDFSMARTPHONES AS MEASUREMENT DEVICES
The concept of the app phyphox is based on the simple idea that smartphones and tablets come with a plethora of sensors, which can be used for data acquisition in science education. Phyphox was developed at the RWTH Aachen University for this purpose and presents itself as an open source tool with many options to customise data sources, data analysis and data presentation, while not overwhelming students with these options while they use their own devices to discover the world.
Experimentation with device sensors
There are many situations in which these readily available measurement devices can enhance science education. These range from classical educational experiments that can be reproduced with household items (radial acceleration in a salad spinner), over casually discovering the world around us (determine the speed of an elevator with the pressure sensor) to projects on technical applications (build a Pitot tube based on this pressure sensor).
DIY-Sensors with Arduino and MicroPython
Beyond these typical experiments, phyphox can be used in modern microcontroller-based projects. Smartphone sensors can easily be combined with cheap external sensors using an Arduino or MicroPython library for phyphox. This allows us to combine the visualisation capabilities of the phone with the wide choice of sensors of DIY electronics and is accessible even to programming beginners.
Collaborative experiments for large audiences
While these examples are suitable on the scale of typical school classes, the connectivity of smartphones allows us to scale experimental data acquisition to large audiences. Automated data collection and analysis allow for entire lecture halls to participate in live experiments during a lecture and even worldwide experiments to determine Earth’s axial tilt have been demonstrated.
FURTHER READING
Sebastian Staacks, Simon Hütz, Heidrun Heinke, Christoph Stampfer. (2018). Advanced tools for smartphone-based experiments: phyphox. Physics Education, 53(4), 045009. https://doi.org/10.1088/1361-6552/aac05e
Sebastian Staacks, Dominik Dorsel, Simon Hütz, Frank Stallmach, Tobias Splith, Heidrun Heinke, Christoph Stampfer. (2022). Collaborative smartphone experiments for large audiences with phyphox. European Journal of Physics, 43(5), 055702. https://doi.org/10.1088/1361-6404/ac783
Incorporating Balinese Indigenous science into the classroom to promote physics education based on local wisdom
Get PDFIndigenous science is the comprehensive knowledge that incorporates local perceptions, practices, skills, cultures, and ideas and has been utilised by local communities to study natural phenomena and adapt to environmental change. There is a lot of indigenous science manifested from cultural values and local wisdom that has been passed down from generation to generation. Some of them are also acquired through the accumulation of real practices and experiences through interaction between nature and social culture. Bali, as one of the places in Indonesia, has long been recognised for its traditions and local values, which have served as the basis for the Balinese people's way of life. The Balinese local wisdom represented in the form of art, ideology and local custom (awig-awig) contains both cultural value and scientific knowledge. By integrating this local wisdom into the classroom, such as serving as the content in the physics education curriculum, will benefit both the students and science teachers. The local wisdom-based physics learning process that students go through will be able to provide contextual learning and accelerate the process of concept comprehension development. It also offers the opportunity for students to learn and preserve the original cultural value and identity contained in their own local wisdom. Apart from that, the integration of indigenous knowledge in terms of local wisdom into physics education also strengthens and fosters the development of students’ character based on the local wisdom values.
FURTHER READING
Febriani, E. R., Sudarmin, S., & Alimah, S. (2019). Local Wisdom Learning Approach Towards Students Learning Outcomes. Journal of Primary Education, 8(5), 197–205.
Hikmawati, H., Suastra, I. W., Suma, K., Sudiatmika, A. I. A. R., & Rohani, R. (2021). The Effect of Problem-Based Learning Integrated Local Wisdom on Student Hots and Scientific Attitude. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 233-239.
Kristanto, A., Suharno, & Gunarhadi. (2019). Promoting local wisdom in the international primary curriculum aims to develop learners’ problem solving skills. International Journal of Educational Research Review, 4(3), 439–447.
Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The development of local wisdom-based natural science module to improve science literation of students. Jurnal Pendidikan IPA Indonesia, 6(1), 49–54.
Suastra, I. W., Jatmiko, B., Ristiati, N. P., & Yasmini, L. P. B. (2017). Developing characters based on local wisdom of bali in teaching physics in senior high school. Jurnal Pendidikan IPA Indonesia, 6(2), 306–312.
Suastra, I W. (2006). Mengkonstruksi Sains Asli (Indigenous Science) dalam Rangka Mengembangkan Pendidikan Sains Berbasis Budaya Lokal di Sekolah (Studi Etnosains pada Masyarakat Penglipuran Bali). Ringkasan Disertasi. Upi Bandung.
Suastra, I W. (2010). Model pembelajaran sains berbasis budaya lokal untuk mengembangkan kompetensi dasar sains dan nilai kearifan lokal di smp. Jurnal Pendidikan dan Pengajaran, 43(2), 8-16.
Suastra, I W. (2013). Pembelajaran Sains Terkini (Mendekatkan Siswa dengan Lingkungan Alamiah dan Sosial Budayanya). Singaraja: UNDIKSHA.
Suastra, I W. (2017). Balinese local wisdoms and their implications in science education at school. International Research Journal of Management, IT & Social Sciences (IRJMIS). 4(2), 42-50.
Suastra, I W., Tika, K., & Kariasa, N. (2011). Efektivitas model pembelajaran sains berbasis budaya lokal untuk mengembangkan kompetensi dasar sains dan nilai kearifan lokal di SMP. Jurnal Penelitian dan Pengembangan Pendidikan, 5(3), 258-273.
Suastra, I. W., Rapi, N. K., Yasa, P., & Arjana, I. G. (2021). Elaborating Indigenous Science Content into Science Learning Process: A New Science Instructional Model to Develop Students’ Local Wisdom-Based Characters and Higher Order Thinking Skills. JPI (Jurnal Pendidikan Indonesia), 10(3).
Subagia, I W. & Wiratma, I G. L. (2006). Potensi-potensi kearifan lokal masyarakat Bali dalam bidang pendidikan. Jurnal Pendidikan dan Pengajaran IKIP Negeri SIngaraja, 39(3), 552-568
mHealth interventions to improve cancer screening and early detection: A scoping review of reviews
No full textBackground: mHealth (mobile health) is medical and public health practice supported by the use of mobile devices such as smartphones and tablets. Worldwide, there are about 5.27 billion unique mobile phone users representing 67.1% of the total population, and smartphones account for about three-quarters of the mobile phones in use. The high penetration rate of mobile phone allows timely data collection, transmission and analysis. Thus, mHealth holds great potential in improving health outcomes due to its mobility, instantaneous access and ease of use. However, its role in promoting cancer screening is still underexplored.Aims: To map and summarise findings from systematic, scoping, narrative and rapid reviews on the use of mHealth in improving cancer screening.Methods: Ovid MEDLINE, PyschInfo and EMBASE were searched in May 2021.Results: Our initial search identified 1981 titles of which 12 reviews met the inclusion criteria (six systematic reviews, four scoping reviews, one rapid review and one literature review). The most commonly used mHealth technologies used were text messages and telephone calls. Effective interventions were those that included more than one mode of communication, such as telephone or text reminders in a combination with each other or with invitation letters, health education, navigation services etc. mHealth interventions were also effective in increasing knowledge/awareness about screening, intention to screen, and improving attitudes towards screening. They received high acceptance among participants.Conclusions: mHealth interventions are effective in increasing cancer screening uptake, practice and other screening-related outcomes such as knowledge and awareness about screening and intention to screen.
Future of point of care manufacturing in craniomaxillofacial disease
No full textBackground: Point of care manufacturing (POCM) is a non-traditional form of manufacturing referring to the just-in-time creation of anatomical models, surgical instruments, prosthetics, and other 3D printing applications at the place of patient care using their personal medical imaging data and digital technology. The POCM has a potential to revolutionalise the healthcare offering equitable and precise personalised treatment and medical devices to improve patient outcomes.Aims: The primary objective of the study is to identify and examine the barries and enablers of POCM and explore the feasibility of implementing POCM in wider healthcare settings.Methods: Jaw reconstruction through virtual surgical planning will be utilised as an example of POCM. The prospective jaw reconstruction database will be used to assess the impact on time to treatment, patient quality of life and experience, treatment costs, and effect of the newly introduced medical device regulatory compliance. Results: Preliminary results indicate that there is no difference in the time to treatment and adverse event in the POCM cohort of 15 jaw reconstructions compared to the non POCM cohort of 47 cases. Health related quality of life outcome will be finalised. The cost of regulatory compliance is yet to be determined, however, it is estimated to be $1.266 million annually per business. Conclusions: POCM offers timely and safe treatment with excellent outcomes. The cost of regulatory compliance is a major barrier to make this technology widely accessible in healthcare settings
