An empirical-mathematical modelling approach to upper secondary physics

Angell, Carl; Kind, Vanessa; Henriksen, Ellen Karoline; Guttersrud, Øystein

doi:10.1088/0031-9120/43/3/001

Cited by 54 publications

(44 citation statements)

References 25 publications

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“…In our model (see Figure 2), physics competence is divided into two parts: physics competencies that do not require mathematics and physics competencies that do require mathematics. The latter require the students to move between the mode of physics and mathematics, and this is when problems with transfer may occur (Rebello, 2007;Angell, Kind, Henriksen, & Guttersrud, 2008). For example, Rebello (2007) claimed that "...the main difficulty that students appear to have does not lie in their lack of understanding mathematics per se, rather it lies in their inability to see how mathematics is appropriately applied to physics problems" (p. 30).…”

Section: Struggles With Transfermentioning

confidence: 99%

“…For example, Rebello (2007) claimed that "...the main difficulty that students appear to have does not lie in their lack of understanding mathematics per se, rather it lies in their inability to see how mathematics is appropriately applied to physics problems" (p. 30). In a study by Angell et al (2008), the physics students reported that the algebra required in physics in fact was simple, yet they could not perform simple manipulations of equations. Further, they failed to see the resemblance between the mathematical linear function Y(x) = ax + b with the linear function for velocity v(t) = v 0 + at.…”

Section: Struggles With Transfermentioning

confidence: 99%

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Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

Nilsen¹,

Angell²,

Grønmo³

2013

ADNO

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As students advance in their learning of physics over the course of their education, the requirement of mathematical applications in physics-related tasks increases, especially so in upper secondary school and in higher education. Yet there is little empirical work (particularly large-scale or longitudinal) on the application of mathematics in physics education compared with the research related to the conceptual knowledge of physics. In order to clarify the nature of mathematics in physics education, we developed a theoretical framework for mathematical competencies pertinent to various physics tasks based on theoretical frameworks from mathematics and physics education. We used this synthesis of frameworks as a basis to create a model for physics competence. The framework also served as a tool for analyzing and categorizing trend items from the international large-scale survey, TIMSS Advanced 1995 and 2008. TIMSS Advanced assessed students in upper secondary school with special preparation in advanced physics and mathematics. We then investigated the changes in achievements on these categorized items across time for nations who participated in both surveys. The results from our analysis indicate that students whose overall physics achievement declined struggled the most with items requiring mathematics, especially items requiring them to handle symbols, such as manipulating equations. This finding suggests the importance of collaboration between mathematics and physics education as well as the importance of traditional algebra for physics education.

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Section: Struggles With Transfermentioning

confidence: 99%

Section: Struggles With Transfermentioning

confidence: 99%

Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

Nilsen¹,

Angell²,

Grønmo³

2013

ADNO

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“…writing, reading, talking, listening) available to practise secondary discourse (Evagorou & Osborne, 2010). Science is a special subject in that students have to understand and be able to switch between a number of different representations of the same phenomenon (Angell, Kind, Henriksen, & Guttersrud, 2008;Dolin, 2001;Lemke, 1990). In astronomy, representations like pictures, models and animations are essential to illustrate various phenomena, such as the seasons, the tilt of the Earth's axis, and solar and lunar eclipses.…”

Section: Discoursementioning

confidence: 99%

The importance of discourse and attitude in learning astronomy. A mixed methods approach to illuminate the results of the TIMSS 2011 survey.

Nilsen¹,

Angell²

2014

NorDiNa

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The TIMSS (Trends in International Mathematics and Science Study) survey carried out in 2011 showed that Norwegian 8th graders reversed a declining trend in science achievement that had lasted almost two decades. However, the only sub-topic that contributed significantly to this turn-around was astronomy. The aim of this study is to explore factors that may have influenced the learning process and led to this high performance. We focused on the characteristics and influence of 1) attitudes towards astronomy and 2) practising astronomy discourse on 3) the conceptual understanding of astronomy. These three were investigated by questionnaire (n=200) and interview (n=32). The findings showed that these students’ reported discourse practices had an influence on their attitudes and that attitude towards astronomy was important to their conceptual understanding of this topic. Students’ attitudes reflected mostly interest and self-efficacy, and they reported practising astronomy discourse through media and discussions inside and outside of school.

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“…Desde esta perspectiva, Angell, Morten, Henriksen y Guttersrud (2008) consideran que la enseñanza de la física debe formar los alumnos entendiendo la naturaleza de la física como una empresa de modelaje, lo que significa formarlos para que, por medio del raciocinio, vinculen las representaciones experimentales con las conceptuales. Estos autores llaman a su propuesta abordaje empírico-matemático, para el cual proponen dos tipos de actividades: una que busca llevar el alumno a utilizar múltiples representaciones del fenómeno físico, y otra que busca enfatizar en que la producción de la física se basa en la construcción de modelos.…”

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Diferencias trascendentales entre matematización de la física y matematización para la enseñanza de la física

Arévalo¹,

Terrazzan²

2015

TED

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Transcendental Differences Between the Mathematization of Physics and Mathematisation for Teaching Physics.Diferenças transcendentais entre a Matematização da física e a matematização para o ensino da física. ResumenLa comprensión y formalización de las leyes de la física ha sido posible gracias a la combinación de diferentes tipos de aportes, dentro de los cuales la matematización de la física ha desempeñado un papel importante, permitiéndole a la física presentar avances importantes en términos de nuevos descubrimientos y en la formalización de teorías altamente predictivas. Esto ha llevado a pensar que utilizar las formas matemáticas adoptadas por la física como parte de su estructura de explicación, justifiquen la enseñanza de la física basada en la matematización. Por tal razón, se hace necesario entender el significado de la matematización no solo en la física, sino también en su enseñanza, reconociendo sus alcances y restricciones. En este trabajo se presenta un estudio acerca de la relación de la explicación y el lenguaje en la matematización de la física, verificando su existencia en tres momentos históricos de la física y comparando con lo obtenido en la literatura acerca del significado de matematización atribuido en la enseñanza de la física. Se encontró que son diferentes las concepciones de matematización para la física y matematización para la enseñanza de la física, y se mencionan algunas de sus implicaciones en el ámbito educativo. Palabras clave:Didáctica de las ciencias, enseñanza de la física, matematización, explicación, lenguaje, historia de la física. AbstractUnderstanding and formalizing the laws of physics has been made possible by the combination of different types of contributions, within which the mathematization of physics has played an important role, allowing the physical present significant progress in terms of new discoveries and formalizing highly predictive theories. This has led to the suggestion that use mathematical forms taken by physics as part of its structure of explanation, justify the teaching of

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An empirical-mathematical modelling approach to upper secondary physics

Cited by 54 publications

References 25 publications

Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

The importance of discourse and attitude in learning astronomy. A mixed methods approach to illuminate the results of the TIMSS 2011 survey.

Diferencias trascendentales entre matematización de la física y matematización para la enseñanza de la física

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