Design and Implementation of a Lesson Plan for High School Students: A Case Study with Oersted’s Experiment

Silva, Ana Paula Bispo da; Pinto, José Antônio; Ferreira, Éwerton Jéferson Barbosa

doi:10.1007/978-3-319-74036-2_20

Cited by 4 publications

(2 citation statements)

References 14 publications

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“…Matthews, 2014;Monk & Osborne, 1997;Shapin, 1992), an increasing number of reform documents and research studies have attended to its potential roles in illuminating NOS aspects (Allchin, 2013;Monk & Osborne, 1997;NRC, 1996;NGSS Lead States, 2013;Rudge & Howe, 2009). During the past two decades, more specific suggestions have been made for using famous historical experiments for educational purposes, and its usefulness in prompting novel questions, ideas and important issues in science disciplines has been discussed (Allchin et al, 1999;Cavicchi, 2006Cavicchi, , 2008aCavicchi, , 2008bCrawford, 1993;da Silva, Pinto, & Ferreira, 2018;Heering, 2000Heering, , 2007Heering, , 2012. For example, Chang (2011) recently proposed that historical experiments can make significant contributions to NOS understanding, using the example of complexities in the boiling point of water, and also that students can develop sophisticated NOS understandings through replicating experiments from the past.…”

Section: History Of Science and Nosmentioning

confidence: 99%

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Park

Yang

Song

2020

International Journal of Science Education

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Research on nature of science (NOS) have confirmed that students' understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students' NOS understanding. In an attempt to fill this gap, we analysed the way NOS tasks are used in seven textbooks for a new subject 'scientific inquiry and experimentation' in Korea. Our analysis of 84 tasks led to three categories being identified: guiding to NOS ideas, expanding NOS understanding and thinking critically about NOS. Whereas the majority of the textbook tasks were used as guides to declarative NOS ideas, few tasks invited students to think critically about controversial aspects of NOS. Most tasks were pointed at the epistemic aspects related to scientific methods or knowledge, while the social aspects of science were seldom addressed. Besides, the number and diversity of NOS tasks varied significantly across different publishers. Based on these findings, we call for more strategic and systemic use of NOS tasks in science textbooks, including the use of diverse tasks in proper manners and sequences, as a crucial step to successful NOS instruction in schools.

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Section: History Of Science and Nosmentioning

confidence: 99%

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Park

Yang

Song

2020

International Journal of Science Education

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“…Some Education and New Developments 2020 of the competences to be developed to their effectiveness are related to the deep knowledge on the historical case study and to the capacity of dealing with students' questions. In particular, teachers should be open to different possibilities of experiments and students' results, stimulating them to think about the phenomena, rather than only on the results Silva;Silva;Ferreira, 2018).…”

Section: Introductionmentioning

confidence: 99%

Education and New Developments 2020

Carmo¹

2020

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic.Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings.The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge.We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development.

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New Methodological Approaches Toward Implementing HPS in Physics Education: The Landscape of Physics Education

Cavicchi

Andales

Moeykens

2023

The International Handbook of Physics Education Research: Special Topics

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Physics is a human enterprise, yet that humanity is hidden from students. This chapter, authored by two current physics undergraduates and a teacher-researcher, highlights contextualized teaching methods that reintegrate physics into human context. Our metaphorical Landscape of Physics Education represents decontextualization by elevation, with greatest decontextualization at mountain peaks. It uses water to represent educators' contextualizing efforts, with greatest contextualization at sea level. At lowest elevations, physics is fully contextualized: teachers prioritize content and context; students' voices and identities are celebrated. Educators and students throughout this landscape are informed and inspired by: constructivism; nature of science (NOS); student voice; and gradings' adverse impacts. This chapter takes three tours through contextualizing efforts of the physics education research literature: Historical Experiments and Instruments; Contextualization through Narratives, and Feminist and Indigenous Experience. The Historical Experiments and Instruments Tour features teaching projects where students experiment with historical electromagnetic instruments in a museum, flatten gender hierarchies while learning electrostatics, and develop their own understandings of physical phenomena through partnering with historical investigations. It demonstrates how at low elevations, experiences embrace ambiguity and students: initiate questions; exercise agency; and form personal science identities. The Contextualization by Narratives Tour explores short, stand-alone narratives such as anecdotes, vignettes, short stories, case studies, and role-plays. In its low elevation examples, students co-created curriculum together with teacher researchers; their questions and personal experiences redirected lessons. The Feminist and Indigenous Experience Tour documents physics students' adverse experiences relating to identity; presents theoretical approaches to feminist and indigenous student experience, including feminist standpoint theories and indigenous understanding of “place;” and reports on feminist and indigenous perspectives introduced into classrooms, such as investigating home experiences and using African conflict mediation. This landscape is subjective, with its routes viewed differently by each student. We encourage you to review your own landscape, explore new paths within it, and introduce water features and context wherever you may be.

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Design and Implementation of a Lesson Plan for High School Students: A Case Study with Oersted’s Experiment

Cited by 4 publications

References 14 publications

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Education and New Developments 2020

New Methodological Approaches Toward Implementing HPS in Physics Education: The Landscape of Physics Education

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