Electromagnetism and SI

Critical analysis is universally advocated as a key goal of science teaching. In that context, the article explores the responses of beginning teachers (BTs) to explanations used in science education. Specifically, the study asks how BTs can be helped to ground their pedagogical choices in a critical analysis of explanations introduced during ordinary physics teaching. Referring to results from previous investigations, the main obstacles to activation of a critical attitude (even among experts) are discussed. On that basis, a tool is described for multi-criteria ‘quality diagnosis’ of such explanations. The two dimensions of this analytical grid are flaws (reasons for rejecting or having strong doubts about an explanatory text) and factors that may prompt misleading interpretations. Supplemented by more positive criteria such as simplicity or mnemonic value, three examples illustrate how the grid can be used to articulate the strengths and weaknesses of an explanatory text. In particular, the examples show how two explanations of the same phenomenon (in this case, flotation) can be compared using this form of multi-criteria analysis. The final section recapitulates the benefits and limitations of the tool and discusses more broadly how critical analysis can be supported and enhanced in the context of physics education.

“…Another approach to buoyancy proposed by Ogborn [17] can be characterised as the 5. Even in a popular article, an explanation can be improved at moderate cost in terms of simplicity.…”

Section: Choosing Between Two Explanationsmentioning

confidence: 99%

“…The mains steps of the explanation proposed by Ogborn [17], here called 'flotation-hole-in-the-water'.…”

Section: Figurementioning

confidence: 99%

Developing critical analysis of explanations in physics teachers: which direction to take?

Viennot

2019

“…By plunging blocks of materials of various densities in water, it is easy to show that "only objects less dense than water can float".' She compares this explanation to a 'hole in the water' approach suggested by Ogborn [13], who suggests that students should experience and reflect on the force required to push an empty plastic cup into water, and then try to fill the cup with increasing amounts of water. After a number of investigations and discussions, Ogborn finishes with the observation that 'We have only now reached the point where the story of Archimedes' principle usually begins.…”

Section: Is the Archimedes Principle A Law Of Nature? Discussion In A...mentioning

confidence: 99%

“…They then discuss pressure gauges before illustrating the buoyancy by showing the pressure on different parts of an immersed object of arbitrary shape. The discussion questions include some of the 'hole in the water' introduction suggested by Ogborn [13], by inviting the experience of pushing an empty glass jar into water and considering the buoyancy. Another discussion question includes the problem of the king's golden crown (without historical reference).…”

Section: Appendix Textbook Presentations Of Buoyancy and Archimedes' ...mentioning

confidence: 99%

Is the Archimedes principle a law of nature? Discussions in an ‘extended teacher room’

Dahl¹,

Eklund

Pendrill

2020

Is a suction cup at the bottom of a bathtub subject to an upward force from the surrounding water, even if there is no water under it? A student question, posted in a teacher facebook group on a Monday morning, led to a discussion involving 21 comments with 225 replies offered by 16 teachers during the next few days, including several simple experiments, as well as modeling, to evaluate different arguments. The discussions, summarized in this paper, provide an example of how social media can provide an ‘extended teacher room’ where teachers can explore and refine their understanding in a safe and mostly supportive environment, and also find ways to give more elaborate answers to challenging student questions.

The teaching of electromagnetic induction at sixth form level

Archenhold¹

1974

Electromagnetic induction is a rather involved affair. It embraces the idea that what decides the induced voltage is the rate of change of the flux which is linking a circuit making a number of turns about the flux, and that the direction of the voltage can be determined using the fact that energy is conserved. The flux is related to the field and the area over which the field is splead.' (Nuffield Advanced Physics 1971)The Education Group of The Institute of Physics has planned a meeting for early 1974 to discuss the teaching of electromagnetism, with particular emphasis on electromagnetic induction.The purpose of this article is to focus attention on the teaching of electromagnetic induction at sixth form level, in the hope that one or two points in it may act as 'starters' for a discussion at this particular meeting. Hopefully, the article might also encourage contributions to the correspondence columns of Physics Education.