Feynman diagrams as metaphors: borrowing the particle physicist's imagery for science communication purposes

Pascolini, A.; Pietroni, Massimo

doi:10.1088/0031-9120/37/4/306

Cited by 6 publications

(6 citation statements)

References 4 publications

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“…Various physicists and physics educators have attempted to give educational introductions to FDs. For instance, Pascolini and Pietroni [25] introduced the diagrams as "accurate metaphors" and attempted to introduce the rules underlying Feynman diagrams to learners using a mechanical model. This approach was empirically investigated in a post-test one month after the intervention, where the learners performed satisfactorily.…”

Section: Feynman Diagramsmentioning

confidence: 99%

Opportunities and Challenges of Using Feynman Diagrams with Upper Secondary Students

Dahlkemper

Klein²,

Müller³

et al. 2022

Physics

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Particle physics is an exciting subject for high school students, and there have been various approaches on how to introduce the topic in the classroom. Feynman diagrams (FDs) are an often-used form of representation in particle physics and could play an important role in such an introduction. However, their potential educational value has not yet been investigated. To this end, we interviewed four experts in the field of particle physics education on the opportunities and challenges Feynman diagrams could pose for high school students. We analyzed their answers using a thematic analysis framework, categorizing them into five themes. The results of these interviews show that there are two challenges (FDs elicit and perpetuate inadequate conceptions about particle physics, and FDs can only be treated superficially in school) and three opportunities (FDs can link particle physics and other physics topics in high school education, FDs offer an opportunity for different particle physics topics to be taught, and FDs offer a connection to current research). The results of this expert interview study lead to several suggestions on how to design learning environments that incorporate Feynman diagrams.

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Section: Feynman Diagramsmentioning

confidence: 99%

Opportunities and Challenges of Using Feynman Diagrams with Upper Secondary Students

Dahlkemper

Klein²,

Müller³

et al. 2022

Physics

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“…Uluslararası çalışmalarda parçacık fiziği eğitiminde ilköğretim ve lise öğrencilerine yönelik etkinlik geliştirme çalışmalarının sayısının ise oldukça fazla olduğu görülmektedir (Andrews ve Nikolopoulos, 2018;Csörgő, 2012;Gourlay, 2016;Kontokostas ve Kalkanis, 2013;McGinness, Dührkoop, Woithe ve Jansky, 2019;Nikolopoulos ve Pardalaki, 2020;Pascolini ve Pietroni, 2002;Pavlidou ve Lazzeroni, 2016a;2016b;Takai, t.y. ;Thunyaniti, Toedtanya ve Wuttiprom, 2017;Wiener, Schmeling & Hopf, 2015;.…”

Section: İlgili Alanyazınunclassified

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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“…In this paper we focus on particle physics and the key concepts of this chapter are: transformation, reaction equation, conservation laws, and symmetry. For recent literature regarding the teaching of symmetries and/or elementary particles, we refer to articles by Hill & Lederman, 1 Pascolini & Pietroni, 2 Kalmus,3 O'Connell, 4 and Hanley. 5 Instead of discussing a multitude of particles and reactions, the core of the elementary particle chapter is formed by a discussion of conservation laws and symmetries.…”

Section: Conservation Laws Symmetries and Elementary Particlesmentioning

confidence: 99%

Conservation Laws, Symmetries, and Elementary Particles

Hoekzema

Schooten

Berg

et al. 2005

The Physics Teacher

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The following student text on conservation laws, symmetries, and elementary particles was developed in a Dutch project for teaching modern physics to the top stream of the sixth year of secondary education (age 17–18). In a series of 35 lessons of 45–50 minutes each, students study particle-wave duality, the Heisenberg principle, probability models for properties of particles, the particle in a box, and applications, elementary particles, and astrophysics (http://www.phys.uu.nl/∼wwwpmn). In this paper we focus on particle physics and the key concepts of this chapter are: transformation, reaction equation, conservation laws, and symmetry. For recent literature regarding the teaching of symmetries and/or elementary particles, we refer to articles by Hill & Lederman,1 Pascolini & Pietroni,2 Kalmus,3 O'Connell,4 and Hanley.5

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Feynman diagrams as metaphors: borrowing the particle physicist's imagery for science communication purposes

Cited by 6 publications

References 4 publications

Opportunities and Challenges of Using Feynman Diagrams with Upper Secondary Students

Opportunities and Challenges of Using Feynman Diagrams with Upper Secondary Students

Development of Physics Teachers' Content Knowledge on Particle Physics

Conservation Laws, Symmetries, and Elementary Particles

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