Girwidz R, Ireson G (2007) The clamp-on ammeter: a tool for understanding electricity. įurtak EM, Penuel WR (2019) Coming to terms: addressing the persistence of “hands-on” and other reform terminology in the era of science as practice. Phys Today 69(4):48–53Įmden M, Sumfleth E (2016) Assessing students’ experimentation processes in guided inquiry. Eur J Phys 32(2):571–584ĭe la Torre L, Sánchez JP, Dormido S (2016) What remote labs can do for you. ĭe la Torre L, Sánchez J, Dormido S, Sánchez JP, Yuste M, Carreras C (2011) Two web-based laboratories of the network. ĭale Z, DeStefano PR, Shaaban L, Siebert C, Widenhorn R (2020) A step forward in kinesthetic activities for teaching kinematics in introductory physics. In: Byrne JH (ed) Learning and memory: Macmillan psychology reference series (Psychology reference series, 2), pp 482–484. Holt, Rinehart & Winston, New Yorkīandura A (2004) Observational learning. 10.3).Īlfieri L, Brooks PJ, Aldrich NJ, Tenenbaum HR (2011) Does discovery-based instruction enhance learning? J Educ Psychol 103(1):1–18Īusubel DP (1968) Educational psychology: a cognitive view. Finally, we present recommendations for teaching from multiple instructional perspectives, including related psychological and pedagogical aspects (see Sect. In this chapter, we highlight the diversity of experimental approaches in physics instruction, their different goals (see Sect. Physics teachers should know and be able to use the various functions of experimental activities in physics learning. Furthermore, experimentation as a method has to be discussed in the context of nature of science knowledge and nature of scientific inquiry, which is discussed in detail in Chap. In addition, experiments can be used to support students in learning experimentation as a fundamental method to establish and verify knowledge and to offer insights into processes of scientific inquiry. Teachers can use experiments as tools to convey new content knowledge, for example, by demonstrating a physics phenomenon or by investigating laws of physics quantitatively. In physics education, the experiment has many additional and different functions and serves a variety of goals. In research, the experiment primarily serves as a method to test assumptions about the outcomes of the experiment (hypotheses) in order to generate new insight and evidence (more differentiated considerations on the procedure and significance of experimentation in physics research are discussed in Chap. An experiment requires comprehensive planning, precise data acquisition, analysis of the experimental data and their interpretation in the context of a theoretical framework. They control and systematically alter parameters during data collection. Experimental physicists use experiments to gather empirical evidence by developing research questions, and designing and conducting appropriate experiments to answer these questions (see Chap. In physics research, an experiment is a reproducible empirical procedure for acquiring knowledge. Experiments are an integral part of physics research and physics instruction.
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