1,721,029 research outputs found
Dynamic modelling with “MLE-energy dynamic” for primary school
No full textDuring the recent years simulation and modelling are growing instances in science education. In primary school, however, the main use of software is the simulation, due to the lack of modelling software tools specially designed to fit/accomplish the needs of primary education. In particular primary school teachers need to use simulation in a framework that is both consistent and simple enough to be understandable by children [2]. One of the possible area to approach modelling is about the construction of the concept of energy, in particular for what concerns the relations among substance, potential, power [3]. Following the previous initial research results with this approach [2], and with the static version of the software MLE Energy [1], we suggest the design and the experimentation of a dynamic modelling software— MLE dynamic-capable to represent dynamically the relations occurring when two substance-like quantities exchange energy, modifying their potential. By means of this software the user can graphically choose the dependent and independent variables and leave the other parameters fixed. The software has been initially evaluated, during a course of science education with a group of primary school teachers-tobe, to test the ability of the software to improve teachers’ way of thinking in terms of substance-like quantities and their effects (graphical representation of the extensive, intensive variables and their mutual relations); moreover, the software has been tested with a group of primary school teachers, asking their opinion about the software didactical relevance in the class work
Un percorso sulla regola delle fasi per i sistemi binari utilizzando i sensori di temperatura on-line
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Analisi di case study sulla formazione all'insegnamento scientifico di docenti elementari a Reggio Emilia
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Conceptual metaphor in teaching/learning electric circuits for student teachers of primary school and kindergarten
Full text linkIntegration between cognitive linguistic aspects and physics has been performed in the Physics Education course of the Master's Degree for prospective primary teachers at the University of Udine in Italy. Conceptual metaphors have been introduced to the students, who were then invited to apply the ideas to the electric circuits. In this contribution we present some relevant results of this activity pointing out how students have worked with metaphors, gaining better conceptual understanding on the disciplinary topic
Stategies in formative intervention modules for physics education of primary school teachers: a coordinated research in Reggio Emilia and Udine
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