Design principles for effective physics instruction: A case from physics and everyday thinking

Goldberg, Fred; Otero, Valerie K.; Robinson, Stephen R.

doi:10.1119/1.3480026

Cited by 52 publications

(73 citation statements)

References 18 publications

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“…The Physics and Everyday Thinking (PET) curriculum [53] is designed for prospective or practicing elementary teachers and is adapted from multiple projects grounded in research on student learning of physics [54,55]. The curriculum emphasizes energy descriptions of interactions and uses a distinctive representation in doing so.…”

Section: Pet Diagramsmentioning

confidence: 99%

Representing energy. I. Representing a substance ontology for energy

Scherr

McKagan

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

116

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The nature of energy is not typically an explicit topic of physics instruction. Nonetheless, verbal and graphical representations of energy articulate models in which energy is conceptualized as a quasimaterial substance, a stimulus, or a vertical location. We argue that a substance ontology for energy is particularly productive in developing understanding of energy transfers and transformations. We analyze classic representations of energy-bar charts, pie charts, and others-to determine the energy ontologies that are implicit in those representations, and thus their affordances for energy learning. We find that while existing representations partially support a substance ontology for energy and thus the learning goal of energy conservation, they have limited utility for tracking the flow of energy among objects.

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Section: Pet Diagramsmentioning

confidence: 99%

Representing energy. I. Representing a substance ontology for energy

Scherr

McKagan

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

116

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“…Traditional methods of teaching science, in which students are asked to accept ideas from a person of authority, have demonstrated lower conceptual learning gains than approaches that engage students in questioning, experimentation and discussion [1,3,4]. We suggest that these traditional instructional approaches can lead to students feeling alienated from the classroom community.…”

Section: Introductionmentioning

confidence: 99%

Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups

Belleau¹,

Otero²

2014

2013 Physics Education Research Conference Proceedings

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Abstract. This study explores the hypothesis that curricula designed to engage students in evidence-based inductive reasoning can equalize opportunities for linguistically diverse students. Specifically, we evaluated how English language learners and native English speakers performed on conceptual physics assessments and the extent to which they used models and evidence to justify claims and ideas. Results indicate that within this learning context, all students demonstrated conceptual learning gains as well as reliance on evidence and models to support their claims. Female English language learners, a group that has remained underrepresented in science, used evidence and models most frequently to support their claims, and these students demonstrated performance on end of course assessments of conceptual understanding that was comparable to university students. Male English language learners did not rely on evidence and models to the same extent. We discuss these differences and propose rationale for aspects of the learning environment that may have led to these findings.

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“…Many modern researchers (Goldberg et al, 2010;Thompson et al, 2011;Otero et al, 2010;Eylon & Bagno, 2006) indicate in their work achievements and trends in the development of theory and methods of teaching physics.…”

Section: Introductionmentioning

confidence: 99%

Didactic conditions of implementation of ICT in the formation of creativity of future teachers of physics

Ramankulov

Sultanbek²,

Berkimbaev³

et al. 2015

ASS

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The priority of education development at the present time due to technological progress and global technologization of advanced countries. The level of modern production, science and technology and social transformation define the public interest in the preparation of competitive, highly skilled, intelligent and proactive specialist with a strong creative mind.For the formation of a modern specialist is able to master and new production, and technology, and accumulating the advanced achievements of scientific thought in the first place, there should be a qualitative change in the training of students, focusing it on modern achievements of science and technology, an understanding of the basic disciplines, the development of creative and organizational skills of future specialists. It is also important to educate the need to independently acquire knowledge not only in the University but also throughout life.We revealed a system of didactic conditions of development of creative personality in the cognitive activity of future teachers of physics on the basis of which the participants of the pedagogical process can achieve the desired results.

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Design principles for effective physics instruction: A case from physics and everyday thinking

Cited by 52 publications

References 18 publications

Representing energy. I. Representing a substance ontology for energy

Representing energy. I. Representing a substance ontology for energy

Scientific Practices: Equalizing Opportunities for Linguistically Diverse Student Groups

Didactic conditions of implementation of ICT in the formation of creativity of future teachers of physics

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