8 research outputs found
Toward physics education in agreement with the nature of science : grade 9 electricity as a case
Full text linkHow can physics education be designed and enacted in such a way that it is in agreement with the Nature of Science (NOS) and fosters conceptual understanding in electricity?
The results of the studies may have implications for practice. Teachers and teacher educators need to develop a balanced perspective on conceptual understanding in relation to inquiry and take into account the tensions that were identified. For the topic of electricity, teachers may learn from the local instruction theory and pedagogy developed in this dissertation. Both teacher education institutes and professionalization efforts need to prepare teachers for this type of instruction. This will be fostered if teachers and teacher educators develop an understanding of NOS. A noticeable classroom impact of teacher learning may be expected if teachers work cooperatively on the same issue, related to a concern about student learning, if expertise is available on the content and pedagogy, and if classroom coaching and feedback are part of the project. The criteria to evaluate textbooks may be helpful for authors of learning materials if they intend to foster model-oriented activities and inquiry, but also for practitioners for the selection of these materials and in teacher education to prepare for a systematic evaluation of learning materials for physics
Models of electricity in physics textbooks: Enabling or constraining inquiry based instruction?
No full textModels of electricity were investigated in a series of commonly used secondary school physics textbooks. Earlier studies indicated that students need a basic theoretical model in an inquiry context in which conceptual understanding is important. The way such a model is presented and used should afford conceptual and experimental inquiry activities and should respect insights from NOS. Based on a selection of articles on models in science, models in physics education, and models in textbooks, a list of 16 criteria was compiled to evaluate the extent to which textbook models are in line with NOS. Eight criteria applied to descriptive text, and eight criteria applied to student tasks. The criteria were qualitative in nature and needed to be interpreted and evaluated qualitatively. These criteria were then used to evaluate the models of electricity in a set of grade 7 to 12 physics textbooks in the Netherlands
Student use of resources in Calculus and Linear Algebra
No full textIn this study we have investigated the resources used by first year engineering students in a technical university in the Netherlands, for their learning of Calculus and Linear Algebra. Using a case study approach we have focused on how the resources and their use (a) differed from upper secondary school as compared to university, and (b) differed between the two university courses. The results indicate that, in terms of (a) students built on secondary school experiences and emulated these into their university courses, where some subsequently experienced difficulties. In terms of (b), we argue that the course organization and the alignment of curriculum materials with the learning goals had an impact on the students’ choice and use of resources. Human resources played an important but varying role
Some key Issues in creating inquiry-based instructional practices that aim at the understanding of simple electric circuits
Full text linkMany students in secondary schools consider the sciences difficult and unattractive.
This applies to physics in particular, a subject in which students attempt to learn and
understand numerous theoretical concepts, often without much success. A case in point is
the understanding of the concepts current, voltage and resistance in simple electric circuits.
In response to these problems, reform initiatives in education strive for a change of the
classroom culture, putting emphasis on more authentic contexts and student activities
containing elements of inquiry. The challenge then becomes choosing and combining these
elements in such a manner that they foster an understanding of theoretical concepts. In this
article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons
on simple electric circuits. Drawing from a theoretical framework based on individual
(conceptual change based) and socio-cultural views on learning, instruction was designed
addressing known conceptual problems and attempting to create a physics (research) culture
in the classroom. As the success of the lessons was limited, the focus of the study became to
understand which inherent characteristics of inquiry based instruction complicate the process
of constructing conceptual understanding. From the analysis of the data collected during the
enactment of the lessons three tensions emerged: the tension between open inquiry and
student guidance, the tension between students developing their own ideas and getting to
know accepted scientific theories, and the tension between fostering scientific interest as part
of a scientific research culture and the task oriented school culture. An outlook will be given
on the implications for science lessons
Creating a culture of inquiry in the classroom while fostering an understanding of theoretical concepts in direct current electric circuits : a balanced approach
Full text linkInnovative educational approaches in the sciences have emphasized inquiry in the classroom but it is not self-evident that inquiry instruction leads to conceptual understanding. A design research cycle was conducted to investigate how physics instruction aimed at creating a classroom culture of inquiry can contribute to Grade 9 students’ understanding of theoretical concepts in direct current electric circuits. A hypothesized local instruction theory and classroom pedagogy were created in cooperation with 3 physics teachers, emphasizing (a) establishing classroom norms of inquiry, (b) providing a theoretical starting point, (c) using targeted experiments guided by conceptual questions, and (d) theory-oriented, whole-class discussions. After data collection, retrospective analysis of 1 class showed that the enactment of the local instruction theory and the development of classroom norms of inquiry had led to the expected learning processes and increased student conceptual understanding. Science education promoting the nature of science as inquiry might consider the importance of an effective local instruction theory and the social classroom processes that require science-oriented classroom norms
Student use of resources in Calculus and Linear Algebra
No full textInternational audienceIn this study we have investigated the resources used by first year engineering students in a technical university in the Netherlands, for their learning of Calculus and Linear Algebra. Using a case study approach we have focused on how the resources and their use (a) differed from upper secondary school as compared to university, and (b) differed between the two university courses. The results indicate that, in terms of (a) students built on secondary school experiences and emulated these into their university courses, where some subsequently experienced difficulties. In terms of (b), we argue that the course organization and the alignment of curriculum materials with the learning goals had an impact on the students' choice and use of resources. Human resources played an important but varying role
