Comment on ‘Pendulum: the partial and global approach’

Pendrill, Ann-Marie

doi:10.1088/1361-6552/ac96bd

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…Pendrill [2] approaches this experiment from the point of view of a physicist who knows the details of the phenomenon and chooses which algorithms could or should be used for that. In her own synopsis of the Comment, she points out three points.…”

Section: Introductionmentioning

confidence: 99%

Reply to ‘Comment on “Pendulum: the partial and global approach”’

Coelho¹

2022

Phys. Educ.

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Coelho presented a pendulum motion experiment that aims to complement the solving strategy of the pendulum problem in introductory courses. Pendrill does not question the results of this experiment but the way of presenting them and adds a set of algorithms that could or should be used to address that motion. In this reply, I will discuss Pendrill’s main criticism and the implications of her approach and explain the rationale for using the 18th century pendulum teaching method in introducing the subject to novices.

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Section: Introductionmentioning

confidence: 99%

Reply to ‘Comment on “Pendulum: the partial and global approach”’

Coelho¹

2022

Phys. Educ.

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The Observer Concept in Science as a Basis for Its Further Curricular Application Within the Discipline-Culture Paradigm

Galili

2024

Sci & Educ

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This study considers the concept of observer-the fundamental concept axial for fundamental physical theories. The history of the observer concept in physics is reviewed and summarized. In the following, the observer concept is considered with regard to science education where scientific concepts should reflect their status in science. This parallelism between science and education is epistemological and dynamic. The examination of the school curriculum reveals invalid correspondence in the case of the observer. The curriculum often presents the observer when addressing the Galileo principle of relativity, while frequently missing relativity of motion in presenting natural phenomena. Multiple observers are avoided in dynamics where the modern epistemology—drawing on a “local observer”—introduces non-inertial observers (inertial forces) currently banned in school physics. The article refines the possible curricular changes with respect to dynamics and kinematics which emphasize multiple observers. The suggested curricular changes could provide science learners with a new perspective on physics knowledge within the paradigm of multiple observers—cultural content knowledge of the subject matter.

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The Concept of Observer in Science Teaching in Middle School: Pre-Instructional Knowledge as a Lever for Learning rather than an Obstacle

Stein

Galili

2023

Education Sciences

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This study deals with the concept of the observer in science education, which is currently significantly diminished at school. In the first part, we review the theoretical perspective of the concept, regarding its historical role in physics knowledge, cognitive aspects of learning and the relevant curricular situation. The second part of the study was devoted to the experiment, which included constructing new materials to facilitate interpretation of physical situations by inertial and non-inertial observers in teaching students in middle schools. The impact of the experimental teaching was assessed by an open questionnaire addressing content knowledge and affective perception of the new material. The significant positive results obtained testify to the feasibility of such innovative teaching. It has a strong advantage in comparison with the control group. The implication of the study could be significant changes which would upgrade school physics curricula. The explicit inclusion of the inertial forces—instead of banning them, as currently practised—maturates the physics knowledge of school students.

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Comment on ‘Pendulum: the partial and global approach’

Cited by 3 publications

References 11 publications

Reply to ‘Comment on “Pendulum: the partial and global approach”’

Reply to ‘Comment on “Pendulum: the partial and global approach”’

The Observer Concept in Science as a Basis for Its Further Curricular Application Within the Discipline-Culture Paradigm

The Concept of Observer in Science Teaching in Middle School: Pre-Instructional Knowledge as a Lever for Learning rather than an Obstacle

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