bluuebunny/crossref_metadata_2025_split huggingface dataset:
Research-Based Proposals on Optical Spectroscopy and Secondary Students’ Learning Outcomes
Authors: Buongiorno Daniele , Michelini Marisa 
Published: August 2019

Abstract
Optical spectroscopy is a conceptual referent linking classical and modern physics which provides experiments on the atomic structure and light-matter interaction. Its disciplinary relevance, as well as its importance on the cultural and social levels is widely recognized but few efforts have been made to integrate those aspects in education. Our Physics Education Research Unit from Udine University (Italy) designed an educational method on optical spectroscopy for secondary school students to directly involve them in experimental and interpretative tasks which allow them to highlight the link between energy level in atoms and luminous emission. In the theoretical framework of the Model of Educational Reconstruction, the educational approach involves an analysis of the main conceptual knots on the basis of a significant - if not vast - literature concerning the interpretation of optical spectra. By means of design-based research methods, we designed several intervention modules in which interpretative issues related to the analysis of simple optical spectra from different sources are highlighted using inquiry-based learning strategies. Learning outcomes were monitored by means of empirical research using pre/post-tests and tutorials.
A case study about the comprehension of electromagnetic induction in Northern Italy
Authors: Giliberti M , Giliberti E , Cavinato M 
Published: August 2019

Abstract
We discuss a study about Italian upper secondary school, undergraduate and graduate students’ and teacher’s misunderstanding in dealing with electromagnetic induction. We suspect that most difficulties, that we found substantially common at all levels of education, come from the very poor link, generally presented in teaching, between the Faraday’s law and the Lorentz force. We also suggest that the understanding of inductive phenomena/problems/exercises could benefit from taking into account also the magnetic vector potential “point of view”.
Teaching middle school physics in Observer-dependence approach: pedagogical and curricular aspects
Authors: Stein Ben , Stein Hana , Galili Igal 
Published: August 2019

Abstract
Physics curriculum of middle school and high school is based on the classic perspective of the 19th century and avoids dealing with the concept of observer (frame of reference). This by far holds regarding the curriculum of middle school, as even though it includes numerous observer-dependent concepts (location, trajectory, displacement, velocity, force, energy, work), it entirely excludes observer and observer dependent description of reality, and they are not taught as such.
This tradition apparently draws on the assumption that students are incapable of learning observer dependent concepts because that requires an account with multiple answers valid for different observers. For that reason it is considered to be as a sort of advanced subject matter that should be treated at higher education level.
We empirically checked this convention and discovered that 9th grade students succeeded in applying frame of reference dependence to their accounts of daily experiences. For example, they were able to construct graphs expressing dependence of displacement, distance, and velocity on time in the perspective of different inertial frames of references. The results clearly indicate that integrated observer-dependent concepts in middle school promises substantial educational and pedagogical benefits (e.g. wider space of learning, intuitively and meaningful learning, students’ engagement and adequate image of science).
Teaching kinematics in two dimensions
Authors: Lawrence Ian 
Published: August 2019

Abstract
Kinematics has almost always been introduced in one dimension. This seems to have been more or less universally assumed to be the simplest way, with little explicit deliberation. This paper presents a suggested ‘teaching experiment’, as a contribution to the didactical debate, starting in two dimensions, arguing that this might well, provide a more fruitful route into the tautological complexities of kinematics. Some of the affordances exploited will be relatively recent, due to the current culture and availability of mapping and tracking technologies. Other suggested affordances will be conceptual and more evolutionary, as the barriers to thinking with vectors and about accumulations are now much lower if the potential for pedagogical support in representational and measurement technology is exploited fully. But perhaps the most significant reason to consider a change is that current practices and explanations could be improved. The spatialising of duration in Cartesian graphs may present further tripwires for learning. There are no guarantees here, and practice is rather resistant to change, but perhaps new thinking and new tools might make the topic more accessible: more children could then reason more fruitfully if given access to new tools for representing, reasoning and predicting.
Enacting planets to learn physics
Authors: Rollinde E , Decamp N 
Published: August 2019

AbstractThe Solar System motivates students to interest themselves in sciences, as a large number of concepts may be easily introduced through the observation and understanding of planet’s motion. Using a large representation of the Solar System at a human scale (“a human Orrery”), we intend to show how cognitive activities about kinematics and dynamics are activated and linked to the sensori-motors activities. In the last three years, we have conducted different activities with 10 to 16 years old children. In this contribution, we discuss the different scientific concepts covered by the Human Orrery, and the enaction theory that provides a theoretical background to those activities. We detail the enaction of velocity with a description of the gestures in relation with the abstract concepts involved in kinematics.
Role of graphs in the mathematization process in physics education
Authors: Pospiech G , Geyer M A , Ceuppens S , De Cock M , Deprez J , Dehaene W , Michelini M , Stefanel A 
Published: August 2019

Abstract
Using mathematical concepts to describe physical phenomena lies at the heart of physics. Literature however shows that combining physics and mathematics is challenging for students on all levels and therefore, the study of students’ ways to link both fields is a hot topic in Physics Education Research. In the process of mathematization graphs have a fundamental role not only in the context of scientific communication but also within the process of gaining knowledge. But there is evidence of serious difficulties of students in reading, understanding and constructing graphs. Therefore we bring together different approaches, employing mainly qualitative research methods, to understand how students deal with graphs related to the interplay of mathematics and physics, how the reasoning differs between mathematical and physical problems and how students connect graphical and algebraic representations to physical concepts. Especially we describe in detail - in different areas of physics - which difficulties with graphs students of secondary school experience and which strategies they employ. For this purpose we analyse the activities of 8th grade students in graphing, we study the learning of 9th grade students in an interdisciplinary teaching-learning sequence and we describe the development of physical-mathematical concepts through the use of graphs, generated with on-line sensors.
Student centered teaching activities in secondary schools and misconceptions evolution: basic mechanics
Authors: de Almeida M J , Martins D R , Sá M V , Pires A J , Tremoço J J 
Published: August 2019

Abstract
Based on constructivism and cognitivism we believe that learning physics in schools can be faced as a process of reshaping students’ mental models about Nature’s behavior. These can correlate with existing physics misconceptions. Aware of the negative consequences of basic cognitive misunderstandings and believing that their correction, implying active and motivated students, should start from first contacts with physics knowledge in lower secondary schools, we asked three schoolteachers to participate on a pilot study with 7th, 8th and 9th graders. This study is specifically designed to promote and coach teachers’ attitudinal changes towards stronger student centered teaching behaviors. We report results obtained during academic year 2017/2018, some qualitative (from teachers diaries and recorded interviews) and a quantitative quasi-experimental study (with pre- and post-tests and control groups) with 9th graders, searching for misconceptions evolution on basic mechanics. The results obtained with 15 out of the 30 questions of the Force Concept Inventory indicate a fairly high average normalized gain for the experimental group. However, this average gain was not uniformly distributed along every FCI question, evidencing some difficulties with Newton’s 3rd law understanding. A recommended approach for its teaching in 2018/2019 produced evidence of deep learning of every tested mechanics concept.
Teaching Physics in Primary School – Problematization as a basis for experimental activities
Authors: Railbolt B , Cruz-Hastenreiter R , Rodrigues F 
Published: August 2019

Abstract
This work presents preliminary results of an investigation about the use of experimental activities, from problematization, in physics classes to primary school students. It is proposed initially a reflection about how experimental activities based on solving problems can contribute to the teaching of sciences from a broader perspective. Based on this reflection, three experimental activities are proposed, starting from problem situations, where are presented concepts of Physics involved in the siphon effect, in the shadows formation and the rigid body equilibrium, directed to Elementary School. The proposal of the activities aims to explore conceptual, social interaction, epistemological and relationship with daily life dimensions present in didactic approaches based on inquiry-science teaching. In an empirical essay, we present some results of a didactic action. The construction of data from discursive interactions was used as a methodological reference, and content analysis was used as a data analysis tool. In the analysis of the results, recorded episodes were verified with the production of small texts and pictorial representations (drawings) made by the students.
University students’ causal reasoning dealing with RC circuits
Authors: Leniz A. , Zuza K. , Guisasola J. 
Published: August 2019

Abstract
This study examines university students causal reasoning when tackling electric current in transitory situations. A questionnaire with emphasis on explanations was used to analyse students’ reasoning. The results obtained show that a significant percentage of students cannot correctly interpret simple transitory state current phenomena. Their explanations fall into two general categories: one based on potential difference and one that excludes current flow in processes of transitory state. We look at a number of aspects that have been little mentioned in previous research, for example, the reasoning university students use when establishing macro-micro relationships and some difficulties with complex reasoning.
Experiments with Kundt’s tube
Authors: Macho-Stadler Erica , Elejalde-García Maria Jesús 
Published: August 2019

Abstract
We present some lab science experiments that are intended to be performed by undergraduate university students of scientific and technological disciplines. We come out with an experimental study of waves in Kundt’s tube by varying the absorption characteristics of its closed end. The measurement of the resonant frequencies permits to determine the speed of sound in the tube. The impedance tube-standing wave method (ISO-10534-1) is applied to study the normal absorption coefficient of acoustics insulators. The setup includes basic lab equipment available in the undergraduate laboratory: a tube, a speaker, a microphone, a digital function generator and an oscilloscope.
Addressing undergraduate students’ difficulty in learning the Generalized Work-Energy Principle in introductory Mechanic
Authors: Gutierres-Berraondo J. , Guisasola J. , Zuza K. 
Published: August 2019

Abstract
In this contribution, we report the implementation and evaluation of a interactive Teaching Learning Sequence (TLS) introducing the concepts of Work, energy and the relations between them. The sequence has been designed with the Design Based Research (DBR) methodology. In order to analyse the effectiveness of the Sequence for students to be able to achieve the set learning goals, a pre-post test was designed. We was given the questionnaires, over two academic years (14/15 and 16/17), to about 170 students who attended the introductory physics course for the first engineering degree. Our findings show that the majority of experimental students’ progress from particular cases of the relation between work and energy towards an explanatory general relation between work and energy. We discuss implications of our findings in relation to teaching work and energy in introductory physics courses
Physics for non-physicists - two bio-degrees reforms in Spanish universities: Health Biology and Biology
Authors: Herrera-Melle L , Cussó F , Lifante G , del Romero A , Sancho M 
Published: August 2019

Abstract
We present a review of two different innovative experiences of Physics education for Bio-Sciences in two Spanish Universities - the Health Biology degree of the Universidad de Alcalá de Henares (UAH) and the Biology degree of the Universidad Autónoma de Madrid (UAM). Both experiences took place simultaneously and coincident with the implementation of Bologna Plan. Although they were developed under different contextual constraints, set by the respective Faculties, they share a number of similar pedagogical strategies which are analyzed. In both cases the reforms allowed a substantial improvement in learning results compared to those obtained in the previous Physics courses in the respective degrees.
Using neuroscience evidence to train pre-service physics teachers on the concepts of heat and cold
Authors: Ezquerra A , Ezquerra-Romano I 
Published: August 2019

Abstract
Teachers must identify, manage and modify alternative conceptions in their students. However, research consistently highlights that future teachers prioritise disciplines’ requirements rather than the educational needs of children. Moreover, some researchers have proposed that the way our senses work shapes the development of children’s ideas. Neuroscientists have only recently started to understand how the senses transduce and transmit stimuli. In this study, we show an innovative initial training course of Didactics of Physics, which includes the latest understanding of the thermosensory system. We analysed the progression of the educational proposals written by future teachers. This analysis revealed the effect of integrating neuroscience contents in the initial training. We found that the neuroscience insights helped future teachers incorporating children’s misconceptions in their proposals. Additionally, they lowered their expectations and became less frustrated. They understood that it is not expected to quickly modify pupils’ alternative conceptions because they have a physiological component.
Lights and shadows in Physics teaching. Contributions of an action research experience
Authors: Lescano A J , Sánchez G H , Lorenzo M G 
Published: August 2019

Abstract
The aim of this paper is to find a teacher’s concerns, difficulties and knowledge construction when he begins to be part of the field of science education research. Pedagogical Content Knowledge (PCK) model and the Content Representation instrument (CoRe) offer a significant theoretical and methodological framework to carry out this kind of study using action-research perspective. Metacognitive knowledge, critical thinking and reflection were used to describe the process and changes of the teacher. Based on a particular experience carried out for the teaching of spectroscopy in secondary school level Physics lessons, a reflection is raised on the practice itself aimed at transforming the teaching task into an object of action - research for the teacher. The processes involved in the selection of the topic, the basis for the design and implementation of the practical activity and the observations of the teacher are described. The results have shown the influence of the teacher intentions and knowledge on his PCK development by means of searching for the best way to design the class for particular students in a particular context. These are a first step to lighten the shadows on the journey to become a Physics education researcher.
A guide on models and modelling
Authors: Heck A , Uylings P , van Weert C 
Published: August 2019

Abstract
A new curriculum and examination programme for upper secondary school physics was recently introduced in the Netherlands. Models and modelling play an important role herein. But teachers need help in developing their PCK in this area. To this end we developed a modelling guide, which introduces physics teachers to the role of modelling in science and science education, the scientific base of teaching and learning routes of modelling in pre-university education, and curriculum relevant computer models. We discuss the design and contents of this guide, and teachers’ first impressions when it was presented to them in workshops.
A transversal educational proposal for prospective primary teachers: the theme of Time
Authors: Michelini M , Bozzo G , Vidic E , Monti F 
Published: August 2019

Abstract
Time is a transversal topic that plays a fundamental role in our every-day experience and represents a natural conceptual bridge between common sense ideas and scientific knowledge. Two classes of Prospective Primary Teachers (PPTs) at the Universities of Udine and Verona were introduced to the theme of Time in a formative intervention organized into a) the discussion of various educational and multidisciplinary approaches aimed to deal with different aspects of Time and b) the exploration/experimentation of various instruments for time measurement. In this work, we study and compare the learning outcomes in terms of planning and implementation of educational projects built by PPTs following two different Rubrics.
A longitudinal study on the imaginary of future physics teachers about ‘learning assessment’
Authors: Nardi R , Belíssimo J R , Parma F W 
Published: August 2019

Abstract
We present here partial results of a broader study aimed to investigate details of the initial education of Physics teachers, seeking to analyse the representations of these future high school teachers, from admission until their graduation from university, in order to understand how research has been introduced in or affected their early training. In this sense, we sought to analyse the profile of these future teachers and their imaginaries about “scientific knowledge”, “science teaching” and the “constitution of teaching knowledge”, from the moment of joining university in 2014 until the completion of the programme in 2017. Data collection took place in accord with a qualitative approach, using questionnaires applied at the beginning of each academic year in the specific courses of the programme. The data were treated by Discourse Analysis, originated by Pêcheux and developed in Brazil by Orlandi and other researchers. In this paper, we highlight the meanings produced in the discourses of future teachers on the theme “learning assessment”. The discourses show that the conditions of discourse production were fundamental in the changes of the future teachers’ imaginaries about this theme, and the power and impact that the programme and the institution have on the future teachers.
Hands-on experiments in the interactive physics laboratory: A study of students’ intrinsic motivation
Authors: Snětinová M , Kácovský P 
Published: August 2019

Abstract
Experiments in different forms can be suitable tools how to increase students’ interest in physics. However, educators discuss which ways of experimenting are the most beneficial for these purposes. At our department, two different forms of physics experiments are offered to upper secondary students – students’ hands-on experimental work and physics demonstration shows where the students watch experiments conducted by a lecturer. Our research aims primarily at students’ feedback about their immediate attitudes towards the hands-on experimenting and differences in perception of this experimenting and watching the lecture demonstrations. For collecting data we used a questionnaire based on Intrinsic Motivation Inventory.
The educational role of a scientific museum: a case study
Authors: Rinaudo Marta , Leone Matteo , Marocchi Daniela , Amoroso Antonio 
Published: August 2019

Abstract
The purpose of this work is to present an ongoing physics education project based at the Museum of Physics of the University of Turin, whose goal is studying the educational significance of the history of physics. The major targets of this project are: compiling a census of the collections of instrument of historical-scientific interest preserved by a significant sample of schools in Piedmont, Italy; designing experimental activities rooted in the development of the physics instruments displayed in the Museum and in the school collections detected; finally, testing the efficacy of these activities.
High school students’ epistemological approaches to computer simulations of complex systems
Authors: Barelli Eleonora , Branchetti Laura , Ravaioli Giovanni 
Published: August 2019

Abstract
The science of complex systems can provide not only scientist, but also professionals, policy-makers and citizens, with thinking resources to interpret and understand most of the modern global challenges. In this field, the widespread use of computational simulations, that are neither theoretical instruments nor laboratory experiments, has been contributing to the widening of the scientific skill gap between experts and citizens. The pilot study we present in this contribution aims at investigating high school students’ approaches towards simulations of complex systems, by searching for the criteria they use to evaluate their explanatory power and the reliability of their results. Preliminary analysis of the paired interviews has shown that (1) rarely students are able to elaborate explanations of the simulated complex phenomena, and (2) their critical attitude and trust towards simulations are strongly affected by their epistemological background. We argue that these findings deserve to be furtherly investigated, to understand in more details the sources of students’ difficulties in recognizing the epistemological and methodological value of simulations for scientific research and practice.