The Cavendish Experiment as a Tool for Historical Understanding of Science

Ducheyne, Steffen

doi:10.1007/s11191-011-9382-z

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…Decisions of what historical information is presented should be based on students' previous knowledge and science-related and NOS related learning objectives of the lesson (de Mello Forato et al 2012). Historical context may be built to support the NOS learning objectives (de Mello Forato et al 2012;Rudge & Howe 2009) or these learning objectives may rise from the historical case study (Ducheyne 2012, Metz & Stinner 2003. Omitting historical, scientific or mathematical detail may cause the lesson to give distorted view of some aspect of NOS (de Mello Forato et al 2012).…”

Section: Models For Using Historical Experiments To Teach Nature Of Smentioning

confidence: 99%

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How to Use Historical Approach to Teach Nature of Science in Chemistry Education?

et al. 2013

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Successful implementation of historical approach to teach nature of science (NOS) requires suitable curriculum material. Several research and development projects have produced lesson plans for science teachers. 25 lesson plans from four different projects involved in creating curriculum material utilizing historical approach in chemistry education were analyzed to describe NOS content included as well as the historical experiments and narratives used. Based on the results of descriptive content analysis of existing curriculum materials, several suggestions on the successful design of lesson plans utilizing historical approach are made. To increase the coherence and clarity of learning objectives and instruction, each lesson plan should focus on the limited amount of specific NOS issues instead of several overtly general NOS aspects. To support explicit classroom discussion on the selected NOS issues, historical narratives used in the lesson plans should illustrate these issues. The lesson plans should also include instructions on how to facilitate classroom discussion, such as questions for students to discuss and reflect. Recommendations are also made concerning the appropriate use of historical experiments and narrative elements such as viewpoint characters and conflicts.

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Section: Models For Using Historical Experiments To Teach Nature Of Smentioning

confidence: 99%

“…Ducheyne (2012) describes a case study where the Cavendish experiment is discussed with students without conducting the experiment. Niaz (2010) uses descriptions of historical experiments when teaching with controversies.…”

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confidence: 99%

How to Use Historical Approach to Teach Nature of Science in Chemistry Education?

et al. 2013

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“…On the other hand, even in cases where physics experiments are conducted in the classes, students very rarely have the opportunity to investigate the relationships between physics concepts on their own. Therefore, besides the traditional physics experiment, it is advisable to use alternative methods for exploring relationships between physics concepts [10,11]. This also holds for verifying the general equation for centripetal force.…”

Section: Introductionmentioning

confidence: 99%

Verifying the equation for centripetal force: an augmented reality approach

Vidak¹,

Šapić²,

Mešić³

2022

Phys. Educ.

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Classroom experiments related to investigating the centripetal force are often underrepresented in the physics teaching practice. This is largely due to the fact that schools lack the proper equipment and teachers lack the time to perform the rather tedious data collection procedures which are characteristic for some of the traditional experimental setups. A possible solution to this problem is to develop and utilize alternative experimental setups within the digital environment. In fact, earlier research has shown that new generations of students are highly motivated to learn physics in digital environments and that these environments often provide at least as efficient learning of concepts as traditional environments. In this article, we present an augmented reality Android application named CEntripetalForceAR (CEFAR) that allows students to experimentally investigate how centripetal force depends on the period of orbital motion and the orbital radius. A possible pedagogical approach to using CEFAR is also described, including suggestions on how CEFAR can be used to overcome some of the most common misconceptions related to circular motion. A user experience survey which included 163 first-year university students showed that CEFAR can be awarded an excellent usability rating. Most students stated that the application helped them to improve their understanding about centripetal force either by visualization or by the possibility to explore cause and effect relationships.

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