Role of Experiments in Physics Instruction — A Process Approach

Etkina, Eugenia; Heuvelen, Alan Van; Brookes, David T.; Mills, David

doi:10.1119/1.1511592

Cited by 87 publications

(51 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Roberts et al (2005) found significantly increased understanding among the students when using physical models of molecular structure in an introductory biochemistry course, and results are supported by the findings of Savec et al (2005). Etkina et al (2002) and Crouch et al (2004) emphasize that the demonstration per se is not enough. A successful educational outcome requires that the students are active, for instance by making predictions before the demonstration and raising hypotheses to be tested.…”

Section: Introductionsupporting

confidence: 70%

Physical models for classroom teaching in hydrology

Rodhe

2012

Hydrol. Earth Syst. Sci.

View full text Add to dashboard Cite

Abstract. Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0-m-long plexiglass container containing an about 0.25-m-deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flow paths of water and contaminant dispersion can be illustrated in tracer experiments using fluorescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in classroom teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.

show abstract

Section: Introductionsupporting

confidence: 70%

Physical models for classroom teaching in hydrology

Rodhe

2012

Hydrol. Earth Syst. Sci.

View full text Add to dashboard Cite

show abstract

“…Neste sentido, as tecnologias de informação e comunicação (TIC) constituem parte fundamental das estratégias a serem dominadas pelos professores e, ao mesmo tempo, precisam estar acessíveis aos profissionais da educação, aos estudantes e às instituições de ensino. Atualmente, há uma série de discussões e reflexões a respeito de como se ensinar aspectos do processo científico e, em particular, da experimentação em aulas de Física (GALVEZ; SINGH, 2010;ETKINA et al, 2002;CHAGAS;MARTINS, 2009). No contexto brasileiro, a pesquisa e divulgação de novas tecnologias educacionais despontam como importante área de pesquisa (STORI et al, 2009), para o que destacamos a importância de se conjugar baixo custo com alta qualidade acadêmica.…”

Section: Introductionunclassified

Utilização de TIC para o estudo do movimento: alguns experimentos didáticos com o software Tracker - DOI 10.5752/P.2316-9451.2014v2n2p24

Lenz

Filho

Bezerra

2014

Abakós

View full text Add to dashboard Cite

Assim, percebe-se a evolução das grandezas físicas fundamentais do movimento. Neste processo, os estudantes podem tornar-se agentes centrais e ativos nas atividades experimentais ao filmar os experimentos, obter e tratar seus respectivos dados. Nosso projeto também inclui o desenvolvimento de manuais e cursos sobre videoanálise para professores em formação. Entendemos que esta TIC surge como uma importante alternativa a ser usada nos diversos níveis de ensino e como forma de incrementar as aulas de Física tanto no ensino superior quanto no ensino médio, em especial no sistema educacional brasileiro. AbstractWe report on the use of videoanalysis in Physics Education, through the free software Tracker. Our results encompass data collection, data analysis, and modelling related to experimental activities, in particular, parabolic motion. Toy cars were used with Tracker in most of the experiments. We aim at presenting videoanalysis as a real-life example on how Information and Communications Technology (ICT) could be used in Physics Teaching. By videoanalysis we mean the process of frame by frame video decomposition, which allows for the study of motion related physical phenomena. In this sense, important physical quantities can be studied in a process where students may act as central agents in their learning progress: they are urged to film the experiments, and to collect and treat their own experimental data. Our approach also includes the development of user manuals and courses on how to use videoanalysis, aiming at physics teachers' training and formation.We state that Tracker is an ICT that emerges as an important alternative to the improvement of Physics Teaching in both high school and university levels, with significant impact in the Brazilian educational system.

show abstract

“…Nevertheless, we think there are no obstacles preventing younger students from observing and detecting patterns in a phenomenon and recognising correlations and semiquantitative underlying connections between observables. This is in general the first step in any scientific procedure and recognised as important also in learning [5][6][7][8].…”

Section: Objectives Of Experimentationmentioning

confidence: 99%

“…By doing science, we actually mean using (and meanwhile developing and improving) skills and abilities, which are the content of the scientific method and include activities such as performing observations and experiments, recognising patterns in observed phenomena, detecting and testing the underlying rules (formulating and testing simple hypotheses) [5][6][7][8]. Introducing the proposed activities in the format of a competition, we are faced with some contradictory objectives.…”

mentioning

confidence: 99%

Assessing learning outcomes from experiments in a science competition

Rovšek

2017

Eur. J. Phys.

View full text Add to dashboard Cite

Teaching quantum physics by the sum over paths approach and GeoGebra simulations AbstractThe Slovene Science competition for primary school students aged between 6 and 12 years will be explained briefly. The competition is based on experiments, which should be done well in advance either at school or at home. An example of the proposed experiment for 11 and 12 year old students from the past year-a syphon-will be presented as well as the assessment questions referring to this particular experiment, which were posed at the competition. A fair proportion of the population took part in the competition. We will present a brief analysis of the obtained data, which offers an insight into the difficulty level of the questions.

show abstract

Role of Experiments in Physics Instruction — A Process Approach

Cited by 87 publications

References 4 publications

Physical models for classroom teaching in hydrology

Physical models for classroom teaching in hydrology

Utilização de TIC para o estudo do movimento: alguns experimentos didáticos com o software Tracker - DOI 10.5752/P.2316-9451.2014v2n2p24

Assessing learning outcomes from experiments in a science competition

Contact Info

Product

Resources

About