Pitfalls in the teaching of elementary particle physics

Passon, O.; Zügge, Thomas; Grebe-Ellis, Johannes

doi:10.1088/1361-6552/aadbc7

Cited by 14 publications

(11 citation statements)

References 59 publications

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“…For example, spectral lines can be-and frequently are-explained with a planetary Bohr model of the atom [60]. Likewise, several authors point out that the presentation of the photoelectric effect in many textbooks is oversimplified and might not enhance students' understanding of QP [61][62][63][64]. However, the popularity of these items supports the findings of Kragh, who already in 1992 found that "Virtually all textbooks introduce the quantum postulate-that is, the necessity of conceiving physical processes as discontinuous at the atomic or subatomic level-by referring to a number of experimental facts that were discovered in the early part of the twentieth century and which seem inexplicable without the hypothesis of quantization."…”

Section: (Quasi-)historymentioning

confidence: 99%

Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic

Stadermann

Berg

Goedhart

2019

Phys. Rev. Phys. Educ. Res.

110

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Secondary school level quantum physics (QP) courses have recently been implemented in the national curricula of many countries. QP gives opportunities to acquaint students with more recent physics and its applications and to discuss aspects of the nature of science. Research has shown that QP is a challenging area for students. Because the inclusion of QP in national curricula is rather new in most countries, it is interesting to compare QP curricula from these countries to make the choices by curriculum designers visible. In this study, we provide a detailed overview of QP courses from fifteen countries. We collected and analyzed official curriculum documents to identify key items present in most curricula. Our inventory identifies a shared current core curriculum of QP which contains the following seven main categories: discrete atomic energy levels, interactions between light and matter, wave-particle duality, de Broglie wavelength, technical applications, Heisenberg's uncertainty principle, and the probabilistic nature of QP. We also found differences in the focus of the listed topics of certain countries, which indicate different views on teaching QP and might inspire curriculum designers struggling with QP. For instance, challenging items like QP interpretations or epistemological aspects of QP are taught only in a few countries. Although research suggests that epistemological aspects help students to comprehend novel QP concepts, many countries do not explicitly include these in the curriculum. We provide reasons and suggestions for this.

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Section: (Quasi-)historymentioning

confidence: 99%

Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic

Stadermann

Berg

Goedhart

2019

Phys. Rev. Phys. Educ. Res.

110

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“…Salah satu cabang IPA adalah fisika. Fisika merupakan salah satu mata pelajaran mencakup materi serta perhitungan yang bagi sebagian besar peserta didik dirasa sulit dipahami (Nisa' 2014;Passon, Zügge, and Grebe-Ellis 2019). Seorang guru dituntut memacu peserta didik agar tertarik dalam tiap materi fisika yang diajarkan sehingga peserta didik dapat mengikuti tiap materi serta berpartisipasi aktif dalam pembelajaran.…”

Section: Pendahuluanunclassified

Pengaruh Model Learning Cycle 5E Terhadap Motivasi Belajar dan Hasil Belajar Fisika Peserta Didik SMA Negeri 2 Woha Bima

Fuadi

Arsyad

Arafah

et al. 2020

jpm

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Penelitian ini adalah penelitian kuantitatif menggunakan The Randomized Postest-Only Control Group Design, yang bertujuan untuk menganalisis perbedaan hasil belajar fisika antara peserta didik yang diajar menggunakan model learning cycle 5E dengan model konvensional pada peserta didik. Penelitian ini dilakukan pada siswa kelas XI IPA SMAN 2 Bima. Hasil analisis deskriptif memperlihatkan bahwa skor rata-rata motivasi belajar fisika peserta didik yang diajar menggunakan model learning cycle 5E sebesar 120.48 dan standar deviasi 6,178 dan skor rata-rata hasil belajar peserta didik yang diajar menggunakan model learning cycle 5E sebesar 21,90 dan standar deviasi 3,59. Sedangkan skor rata-rata motivasi belajar fisika peserta didik yang diajar secara konvensional 116,38 dan standar deviasi 5.696 dan skor rata-rata hasil belajar peserta didik yang diajar menggunakan metode konvensional 18,90 dan standar deviasi 3,93. Analisis inferensial menggunakan uji-t dua pihak dengan taraf signifikan α = 0,05 dengan kesimpulan bahwa 1) Terdapat perbedaan Motivasi belajar fisika yang signifikan antara yang diajar menggunakan model pembelajaran learning cycle 5E dengan model konvensional peserta didik pada kelas XI IPA SMAN 2 Bima; 2) Terdapat perbedaan hasil belajar fisika yang signifikan antara yang diajar menggunakan model pembelajaran learning cycle 5E dengan model konvensional peserta didik pada kelas XI IPA SMAN 2 Bima.

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“…Bir diğer önemli nokta modern fizik; fiziği 'bitmiş' olarak değil, devam eden bir süreç olarak sunmaktadır (Passon, Zügge ve Grebe-Ellis, 2019). Toplumların teknolojide birçok gelişmeye ilham veren ve vermeye de devam edecek olan bu alan uzun zamandır ilgi çeken konulardandır (Swinbank, 1992).…”

Section: Introductionunclassified

Development of Physics Teachers' Content Knowledge on Particle Physics

PERVAN

Yavaş

2022

Eğitim Ve Toplum Araştırmaları Dergisi

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In this study, the Particle Physics Achievement Test, which was developed by the researchers based on the achievements related to particle physics in the secondary school physics curriculum, was applied as a pretest and posttest to determine the change in the subject area knowledge of physics teachers. In order to provide physics teachers with information about particle physics, activities developed based on each outcome were applied. In the pretest, it was determined that the traces seen as a result of the Stern-Gerlach experiment, the prediction of the particle groups given the charge and spin properties, and the lack of preliminary information about the fundamental subatomic particles in the nucleus. In the posttest made after the application, however, positive changes could not be obtained about the prediction of the particle groups given the charge and spin properties and the fundamental subatomic particles in the nucleus.

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Pitfalls in the teaching of elementary particle physics

Cited by 14 publications

References 59 publications

Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic

Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic

Pengaruh Model Learning Cycle 5E Terhadap Motivasi Belajar dan Hasil Belajar Fisika Peserta Didik SMA Negeri 2 Woha Bima

Development of Physics Teachers' Content Knowledge on Particle Physics

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