1,720,953 research outputs found
What's inside the pink box? A nature of science activity for teachers and students
No full textAlthough learning about Nature of Science (NOS) promotes a variety of important outcomes, teachers often lack suitable activities for younger students to effectively address NOS. In this article I elaborate on a NOS activity developed for a teacher professionalisation workshop. The activity is suited for younger students as well, where clear links are made between elements of the activity and how science works. </p
The sound of music: Determining Young's modulus using a guitar string
No full textWhen a new topic is introduced in the curriculum, teachers seek various ways to teach students the related concepts. For the novel topic 'materials' in the revised Dutch curriculum, I developed an experiment in which students determine Young's modulus using a guitar string. The experiment not only covers several concepts related to 'materials' it also provides a clear link to the physics of music and illustrates to students, aged 16, why the topic 'materials' could be of interest. ImPhys/Practicum supportScience Education and Communicatio
Proeven (v/a)an vroeger
No full textIn het magazijn van het natuurkundig practicum van de TU Delft staat een rijke historie aan instrumenten en experimenten opgeslagen. Toen ik drie dezelfde opstellingen tegenkwam maakte ik een ‘reis naar het verleden’ in een poging het experiment in ere te herstellen.ImPhys/Practicum suppor
A Physics Lab Course in Times of COVID-19
No full textDue to the coronavirus lockdown, home experiments were devised for our first-year physics lab course. In this practitioner contribution we elaborate on the guided inquiries that were set up. Students could carry out the experiments with standard tools available at home, including sensors mobile phones are equipped with. Various design principles stemming from the literature were used that are meant to encourage the development of inquiry skills. The switch from prescribed to more open experiments allowed us to focus on the quality of the inquiry rather than judging the quality of the final report alone. Students tried to produce sound research but often did not make optimal choices. We were not able to provide adequate feedback during their investigations. How students carried out the experiments shows that the current course does not adequately develop the highly valued inquiry skills to set up an independent scientific experiment. We expect the design principles to be transferable to other science subjects and can be used by other practitioners when students have to stay at home.ImPhys/Practicum suppor
KRITISCH? LAAT HET ZE MAAR ERVAREN…: ONTWIKKELING VAN EEN KRITISCHE HOUDING IN EEN LEERLIJN ONDERZOEKEN
No full textOm de geringe leeropbrengst van practica te vergroten, ontwikkel en test ik in mijn promotieonderzoek een leerlijn onderzoeken. De activiteiten van deze leerlijn richten zich ophet ontwikkelen van de benodigde kennis en kritische houding om een onderzoek succesvol uit te voeren. In dit artikel bespreek ik de eerste stap: leerlingen prikkelen om überhaupt een goed onderzoek op te wíllen zetten
Eerstejaarspracticum in tijden van COVID-19
No full textDe maatregelen die genomen zijn tegen het verder verspreiden van het COVID-19 en het uitvoeren van academisch practicumonderwijs lijken haaks op elkaar te staan. Practicum via teleconferentie is vrijwel onmogelijk. Door de practicumopdrachten aan te passen zijn we er toch in geslaagd om onze eerstejaarsnatuurkundestudenten (TU Delft) het vak Inleidend practicum af te laten ronden. Hier een korte beschrijving van die aanpassingen, het resultaat en een evaluatie.ImPhys/Practicum suppor
Practica bij de valbeweging
No full textEen experiment waarin de zwaartekrachtsversnelling centraal staat komt in bijna ieder jaar wel terug. Ik beschrijf hoe onderzoek naar de bijbehorende beweging zich kan ontwikkelen, startend met een kwalitatief demoexperiment en eindigend met het vaststellen van het vierde significante cijfer van g. Met het verschuiven van de jaren, schuift het leerdoel mee.ImPhys/Practicum suppor
One setup for many experiments: enabling versatile student-led investigations
No full textThis article presents an experimental setup capable of conducting various experiments. The setup is used to accurately determine the acceleration due to gravity using either the pendulum or free fall experiment, as well as to allow students to conceive and conduct their own experiment. We discuss the design of the setup and the experiments conducted with it, highlighting the versatility and potential use for open inquiry. We include students’ perception on this particular experiment and how it led to an interesting and educational open inquiry.ImPhys/DocentenScience Education and Communicatio
Development of a teaching-learning sequence for scientific inquiry through argumentation in secondary physics education
No full textEnabling students to engage in independent scientific inquiry is a highly valued but seemingly elusive goal of (secondary school) science education. Therefore, this study aims to determine and understand how to effectively develop inquiry knowledge in students. The chosen approach to enable students to plan, carry out and evaluate a physics inquiry, is to regard an inquiry as the construction of a scientifically cogent argument for a specific claim. In an authentic scientific inquiry, the researcher invests - from the very start of the inquiry - time and effort in making the inquiry’s claim as indisputable as possible. The researcher strives for optimal cogency of the argument in support of that claim. Throughout the various studies in this thesis it is argued that this idea can be translated to classroom situations: fostering the insight that students’ inquiry should result in a complete, correct and substantiated answer to the research question. It is shown that this is a meaningful strategy in enabling them to engage in independent scientific inquiry: it results in a cognitive need in students to develop the knowledge that allows them to produce such an answer. As such, this thesis shows that argumentation is an indispensable part of teaching scientific inquiry. Explicit attention for argumentation promotes development of students’ inquiry knowledge.ImPhys/Practicum suppor
Collaborative data collection: shifting focus on meaning making during practical work
No full textIn practical work focussing on conceptual development, students spend valuable in-class time on collecting data rather than making sense out of it. This provides a barrier to learning about the targeted concept. To address this problem, we developed an approach that we coin collaborative data collection. Using a practical on the topic density, we describe this approach and illustrate how the focus of practical work shifts away from mere data-collection towards meaning making. Although a single practical is described, the approach can be applied to other practicals as well.Science Education and CommunicationImPhys/Docente
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