Models in physics: perceptions held by final‐year prospective physical science teachers studying at South African universities

Smit, Jan; Finegold, Menahem

doi:10.1080/0950069950170506

Cited by 61 publications

(51 citation statements)

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“…First of all, frequently used drawings and descriptions were gathered under three different mental models. Lightrelated models used in Smit and Finegold (1995), Hubber (2006) and Şengören (2010) inspired the decision as to which mental model the explanations of students fit. The descriptions as to which drawings and explanations were collected under which mental models were given in table 1.…”

Section: Discussionmentioning

confidence: 99%

Investigating students’ mental models about the nature of light in different contexts

Özcan

2015

Eur. J. Phys.

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In this study, we investigated pre-service physics teachers' mental models of light in different contexts, such as blackbody radiation, the photoelectric effect and the Compton effect. The data collected through the paper-and-pencil questionnaire (PPQ) were analyzed both quantitatively and qualitatively. Sampling of this study consists of a total of 110 physics education students who were taking a modern physics course at two different state universities in Turkey. As a result, three mental models, which were called the beam ray model (BrM), hybrid model (HM) and particle model (PM), were being used by the students while explaining these phenomena. The most model fluctuation was seen in HM and BrM. In addition, some students were in a mixedmodel state where they use multiple mental models in explaining a phenomenon and used these models inconsistently. On the other hand, most of the students who used the particle model can be said to be in a pure model state.

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Section: Discussionmentioning

confidence: 99%

Investigating students’ mental models about the nature of light in different contexts

Özcan

2015

Eur. J. Phys.

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“…Respecto a sus funciones en las ciencias, en la literatura se han atribuido multitud de funciones (Gutiérrez y Pintó, 2005), en este trabajo tomamos como referencia las que aparecen en la definición dada por Aduriz-Bravo e Izquierdo-Aymerich (2009): las funciones descriptiva, explicativa y predictiva. A estas añadimos la señalada por Smit y Finegold, (1995), de interpretar resultados experimentales. Respecto a la enseñanza de ciencias, además de las anteriores, consideramos al igual que Justi y Gilbert (2002) que comprender qué es un modelo científi-co, y sus funciones en la construcción y validación del conocimiento científico, juega un papel relevante en el aprendizaje sobre ciencias y por ello la consideramos dentro de nuestro esquema de referencia (Figura 1).…”

Section: Marco Teóricounclassified

Visión de los maestros en formación sobre los modelos científicos y sus funciones en las ciencias y en su enseñanza

Torija

González

2018

DCES

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Resumen: Este estudio examina la visión de 201 futuros maestros sobre los modelos científicos y sus funciones en ciencias y en su enseñanza. Se diseñó e implementó un cuestionario del que se analizan las respuestas a las siguientes preguntas: ¿Qué se entiende por modelo científico? y ¿Para qué consideras que son utilizados los modelos en ciencias? ¿Y en la enseñanza de las ciencias? Los resultados mostraron que, aunque un 24,5% reconocen que un modelo científico es una representación simplificada de un fenómeno, encontramos que un 22,8% lo consideran como "método" de trabajo de los científicos. En cuanto a sus funciones, un 45,7% identifican los modelos como recursos para explicar, resumir o ejemplificar un contenido o para ayudar al docente a enseñar.Palabras clave: modelización, formación de profesorado, Educación Primaria, modelo científico.Abstract: This study examines the view of 201 preservice primary teachers about scientific models and their functions in science and in science education. A questionnaire was designed and implemented from which the answers to the following questions are analysed: What do you understand as a scientific model? Which are the functions of models in science and science education? Results showed that, although 24.5% recognised scientific models as a simplified representation of a phenomenon, 22.8% considered it as a way or "method" in which scientists work. Regarding model's functions, 45.7% identified models as teachers' tools to explain and summarise information to their students or tools to help them to teach.

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“…Depuis le début des années 1990, de nombreux travaux dans le champ de la didactique des sciences ont montré que non seulement les élèves (Chittleborough, Treagust, Mamiala et Mocerino, 2005 ;Grosslight, Unger et Jay, 1991 ;Treagust, Chittleborough et Mamiala, 2002), mais aussi les enseignants du secondaire (Crawford et Cullin, 2004 ;Henze, van Driel et Verloop, 2007 ;Justi et Gilbert, 2002Smit et Finegold, 1995 ;Van Driel et Verloop, 1999 ont en général une compréhension épistémologique limitée de ces objets d'étude. Ces travaux soulignent entre autres que plusieurs enseignants du secondaire considèrent les modèles comme des représentations exactes de la réalité.…”

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Les modèles et la modélisation vus par des enseignants de sciences et technologies du secondaire au Québec

Roy

Hasni

2015

mje

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Cet article présente les résultats d’une étude exploratoire menée auprès de cinq enseignants de sciences et technologies (S & T) québécois du secondaire sur l’enseignement des modèles et de la modélisation. Le cadre conceptuel et méthodologique vise l’analyse de leurs pratiques d’enseignement sous l’angle de deux dimensions : la dimension épistémologique (quelles significations attribuent-ils aux modèles et à la démarche de modélisation ?) et la dimension fonctionnelle (pourquoi recourent-ils aux modèles et à la démarche de modélisation en classe ?). L’analyse de leur discours révèle que ceux-ci ont une compréhension partielle de ces objets et de leurs finalités dans l’enseignement et l’apprentissage des sciences et souligne la nécessité d’assurer leur formation continue sur ces questions.This article presents the results of an exploratory study of five secondary science and technology (S & T) teachers in Quebec on teaching models and modeling. The conceptual and methodological framework aims to analyze their teaching practices in terms of two dimensions: the epistemological dimension (what meanings they attribute to the models and the modeling process?) and the functional dimension (why they use the models and the modeling approach in the classroom?). The analysis of their discourse reveals that they have a partial understanding of these objects and their purposes in teaching and learning science and emphasizes the need for continuing education on these issues

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Models in physics: perceptions held by final‐year prospective physical science teachers studying at South African universities

Cited by 61 publications

References 4 publications

Investigating students’ mental models about the nature of light in different contexts

Investigating students’ mental models about the nature of light in different contexts

Visión de los maestros en formación sobre los modelos científicos y sus funciones en las ciencias y en su enseñanza

Les modèles et la modélisation vus par des enseignants de sciences et technologies du secondaire au Québec

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