Instructional Strategies that Foster Effective Problem-Solving

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   Cooperative Problem Solving: an experience of high-school teaching updating

   Carlo Maria Carbonaro, Alessia Zurru, Viviana Fanti et al. · 2020 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   We present the results of an experience of teaching updating dispensed to Italian high-school physics teachers to promote the application of the Cooperative Problem Solving method as an useful strategy to improve physics learning at high-school level and to foster the development of problem solving skills. Beside analysing the method and discussing the ways to propose and apply it in a high-school context, the teachers experienced the method acting both as learners and as tutors of student group learners. Students and teachers evaluated as positive the experience, mainly focusing on cooperation within the group by information exchange and the application of a solution scheme. The ex-post ana…

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   An extensive Study of Teaching / Learning Quantum Mechanics in College

   Bayram Akarsu · 2010 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   Quantum physics is considered as one of the most remarkable discoveries of contemporary physics grown during previous century and gradually manifested to the scientific world such as inventions of laser, the transistor, the electron microscope, and semiconductor. Teaching of physical science has been stressed in the National Science Education Standards (NSES) from level K-12 as well as many state science standards (Gossard, 2000). The objectives of the current study are to investigate prospective elucidation of the most common learning difficulties, insufficient teaching strategies and other significant instructional or conceptual problems encountered by science and engineering college stude…

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   Beyond teaching methods: highlighting physics faculty's strengths and agency

   Linda E. Strubbe, Adrian M. Madsen, Sarah B. McKagan et al. · 2019 · Phys. Rev. Phys. Educ. Res. 16, 020105 (2020) · Pas encore résumé

   Résumé scientifique

   Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the "teaching-method-centered paradigm." However, most faculty do not frame their teaching in terms of which particular named methods they use, but rather in terms of their own ideas and values, suggesting that the teaching-method-centered paradigm misses key features of faculty teaching. These key features include the productive ideas that faculty have about student learning and faculty agency around teaching. We present three case studies of faculty talking abo…

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   Blended learning: A data-literate science teacher is a better teacher

   Jozef Hanč, Dominik Borovský, Martina Hančová · 2023 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   The COVID-19 pandemic has underscored the importance of blended learning in contemporary physics and, more generally, STEM education. In this contribution, we summarize current pedagogical models of blended learning, such as rotational and flexible non-rotational models, and customizable configurations of physical and virtual learning spaces. With the inevitable integration of digital technology as one of the pillars of blended learning, teachers find themselves in an unprecedented position to not only obtain data more frequently but also analyze it and adjust instruction accordingly. Consequently, we discuss a crucial element of blended learning effectiveness: data management and usage. In …

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   Learning-focuses in physics simulation learning situations

   Ake Ingerman, Cedric Linder, Delia Marshall · 2004 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses were analysed. The result is a description of four distinctly different learning-focuses that emerged when the students involved in the study interacted with the computer simulations. These learning-focuses were then analysed in terms of the level of interaction, the nature of physics knowledge and views of learning experienced by the students. These results were then used to identify advantages and disadvantages of learning through interaction with simulati…

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   Incorporating microlearning videos, online exercises and assessments into introductory physics

   Ché Netzer, Alexander Mittelstädt · 2021 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   We report on the evolution of the largest physics course at the Technical University Berlin during the COVID-19 pandemic, which boosted the development of online learning content, electronic assessments, and, not at least, the reconceptualization of our teaching methods. By shifting to distance education, we created features that can be easily implemented and combined with any physics-type course at a university level. Thereby, we incidentally made introductory physics sustainably accessible to students having difficulties visiting the university. Besides our experiences gained on blended learning methods, we provide a guide to online exercises, microlearning videos, and e-assessments, inclu…

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   3rd grade English language learners making sense of sound

   Enrique Suarez, Valerie Otero · 2012 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students…

8. Apparenté Pas pertinent

   Learning of Content Knowledge and Development of Scientific Reasoning Ability: A Cross Culture Comparison

   Lei Bao, Kai Fang, Tianfang Cai et al. · 2008 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   Student content knowledge and general reasoning abilities are two important areas in education practice and research. However, there hasn't been much work in physics education that clearly documents the possible interactions between content learning and the development of general reasoning abilities. In this paper, we report one study of a systematic research to investigate the possible interactions between students' learning of physics content knowledge and the development of general scientific reasoning abilities. Specifically, this study seeks to answer the research question of whether and to what extent content learning may affect the development of general reasoning abilities. College e…