History of science based dialogues on sound waves: From sound atoms to phonons

Volfson, Alexander; Eshach, Haim; Ben-Abu, Yuval

doi:10.1103/physrevphyseducres.18.010123

Cited by 7 publications

(20 citation statements)

References 42 publications

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“…Following our preliminary study which examined the hetero-aged public understanding of circular motion physical principles as expressed in DDCT conducted during or after circus shows (we related them as focusgroup interviews) (Volfson et al, 2022), the goals of this study are twofold:…”

Section: Contemporary Educational Technology 2023mentioning

confidence: 99%

“…Physics teaching is known to frequently be an arena for educators' dealing with physics misconceptions, frequently robust (see, for instance, Chi et al, 2012;Demirci, 2005;Ding et al, 2013;Eshach & Schwartz, 2006;Hestenes et al, 1992;Roche, 2001;Volfson et al, 2018Volfson et al, , 2019Volfson et al, , 2022Vosniadou, 2013;Vyas, 2012). Thus, looking for new ways aimed at identifying misconceptions as well as facilitating conceptual change is of both, theoretical and practical interest in physics teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Indeed, numerous studies report the presence of robust misconceptions regarding physics concepts even after a thorough teaching process (for instance, Chi et al, 2012;Demirci, 2005;Ding et al, 2013;Eshach & Schwartz, 2006;Hestenes et al, 1992;Roche, 2001;Vyas, 2012). Furthermore, our previous studies conducted on university students and graduated engineers show that even after completing learning, participants have difficulties in applying theoretical knowledge to explain physical phenomena in real life, for instance, how simple devices work (Ben-Abu, 2018;Ben Abu et al, 2018;Volfson et al, 2018Volfson et al, , 2019Volfson et al, , 2021Volfson et al, , 2022. And if all these are not enough, or maybe, because of these, students, ranging from junior high (Baram-Tsabari & Yarden, 2005) up to undergraduate university level (Ornek et al, 2008), have an aversion to physics.…”

Section: Introductionmentioning

confidence: 99%

“…This was despite the various competing enjoyable stimuli around such as concerts, dance pole, bar etc. We report the results of this experiment in our preliminary study (Volfson et al, 2022). Further, we developed the idea into an educational circus activity called "Between circus and science" including a full time circus show and a juggling master-class both based on DDCT dealing with ballistic motion, Newton laws, circular motion, rigid body mechanics, heat theory etc.…”

Section: Introductionmentioning

confidence: 99%

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Physics teaching via dialogic discussions about circus activities

2023

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Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants’ knowledge and its implementation in circus devices’ analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).

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Section: Contemporary Educational Technology 2023mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Physics teaching via dialogic discussions about circus activities

2023

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“…Little research has been done on how well sound is understood by students at either the college (Linder 1989). Students often face difficulties in understanding acoustic phenomena, the most frequent one of which is the substance-based view of sound instead of a process of pressure and density differences (Volfson et al, 2022). Sound is used as a foundation that is built on extensive at secondary and tertiary level but it is a concept typically taught at the elementary level.…”

Section: Introductionmentioning

confidence: 99%

Identifying Students’ Misconceptions of Sound Propagation

Yusof¹,

Arshad²,

Ellianawati³

2022

IJARPED

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The Objective of this study is to identify misconceptions of sound propagation which students often encounter when asked. Generally, sound is a form of energy: the branch of physics that is concerned with this form of energy is acoustics. In particular, the study focused on the area of sound and misconceptions held by group of science students. In addition, through the use of interview method, the researchers identify students' understanding about sound and sound propagation. There are 4 participants of science students Faculty of Education University Teknologi Mara (UiTM). Two of the participants are bachelor of education science in (Chemistry) and another two participants are bachelor of education science in (Physics) as the sample in this research. All of the participants have the basic knowledge on concept of sound. The approach for this study is phenomenography. In general terms, phenomenography is the study of qualitatively different ways in which people conceptualization various aspect of reality and phenomena. The findings showed that the participants have poor understanding and have many misconceptions on the concept of sound propagation. For the conclusion, it is evidences that the participants possessed misconceptions in sound propagation. So that, misconception issue must be called as serious learning obstructions in learning physics and have to be address if the objective of physics education is to be achieved successfully. Research recommended for teaching and learning for sound propagation, teacher need to aware although, student do not necessarily construct the same conceptual relationship for specific phenomena in different contexts.

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