Physics Education

Description

This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers. Preface Acknowledgements Contents 1 Topics of Physics Education and Connections to Other Sciences 1.1 Determinants and Reference Disciplines of Physics Education 1.1.1 The Main Reference Disciplines of Physics Education 1.1.2 Interdisciplinary Approach to Teacher Education 1.2 Physics Education 1.2.1 The Content is Physics 1.2.2 Epistemology and Physics 1.2.3 Educational Psychology of Learning and Teaching 1.3 Instructional Design 1.3.1 General Principles of Instructional Design or General Didactics 1.3.2 Didactics from the Theoretical Perspective of Bildung 1.3.3 Material Theory of Bildung 1.3.4 Formal Theory of Bildung 1.4 Summary References 2 Professional Competencies for Teaching Physics 2.1 Overview 2.2 Professional Knowledge 2.2.1 Content Knowledge 2.2.2 Pedagogical Content Knowledge 2.2.3 Pedagogical Knowledge 2.3 Motivational Orientation and Self-Efficacy 2.4 Self-Regulation 2.4.1 Experience of Demands 2.4.2 System Conditions 2.5 Self-Regulated Learning and Learning Strategies of Teachers as Learners 2.6 Beliefs and Values 2.6.1 Beliefs 2.6.2 Values 2.6.3 Teaching, Personal Theories and Reflection References 3 How to Teach a Teacher: Challenges and Opportunities in Physics Teacher Education in Germany and the USA 3.1 Standards for Physics Teacher Education 3.1.1 Standards for Physics Teacher Education in Germany 3.1.2 Standards for Physics Teacher Education in the USA 3.2 Organization and Institutionalization of Teacher Education 3.2.1 How to Become a Physics Teacher in Germany? 3.2.2 How to Become a Physics Teacher in the USA? 3.3 Ongoing Professional Development 3.3.1 Ongoing Professional Development in Germany 3.3.2 Ongoing Professional Development in the USA 3.4 Content of Teacher Education 3.4.1 Content of Teacher Education in Germany 3.4.2 Content of Teacher Education in the USA 3.5 Quality Assurance and Control 3.5.1 Quality Assurance and Control in German Teacher Education 3.5.2 Quality Assurance and Control in US Teacher Education 3.6 Discussion References 4 Instructional Design 4.1 Design of Lessons 4.2 Social Forms, Methods and Media 4.3 Characteristics of Quality Teaching 4.3.1 Articulation Schemes and Learning Process Orientation 4.3.2 Instructional Design According to Gagné and Briggs 4.3.3 Basis Models According to Oser and Baeriswyl (2001) 4.3.4 The 5E Learning Cycle According to Bybee 4.4 Competences and Twenty-First-Century Skills 4.5 Summary References 5 Nature of Scientific Knowledge and Nature of Scientific Inquiry in Physics Lessons 5.1 Introduction 5.2 Definitions of Fundamental Terms 5.2.1 What Is Science? 5.2.2 What Is Nature of Scientific Inquiry? 5.2.3 What Is Nature of Scientific Knowledge? 5.2.4 What Is Scientific Literacy? 5.2.5 What Differs Science from Engineering and Technology? 5.3 The Relevance of NOSK and NOSI for Teaching Physics 5.3.1 Legitimation to Teach NOSK and NOSI 5.3.2 Reform-Based Rationale for Teaching NOSK and NOSI 5.4 Inadequate Views About NOSK and NOSI 5.5 Adequate Views About NOSK and NOSI 5.5.1 A Historical Example 5.5.2 Adequate Views About NOSK 5.5.3 Adequate Views About NOSI 5.5.4 Dimensions of Nature of Engineering 5.6 Questioning a Consensus View About NOSK and NOSI and a Critical Understanding of NOSK and NOSI 5.6.1 Questioning the Consensus View About NOSK and NOSI 5.6.2 A Critical Understanding of NOSK and NOSI 5.7 Teaching NOSK and NOSI in Physics and Science Classrooms 5.7.1 Teaching NOSK and NOSI to Achieve Scientific Literacy 5.7.2 General Aspects to Teach NOSK and NOSI 5.7.3 General Approaches to Teach NOSK and NOSI 5.7.4 Classroom and Empirically Based Sample Activities 5.8 Assessing Students’ and Teachers’ Understandings of NOSK and NOSI in Classroom Practice and Research 5.8.1 Assessing NOSK 5.8.2 Assessing NOSI 5.9 Summary References 6 Instructional Coherence and the Development of Student Competence in Physics 6.1 Introduction 6.2 Student Competence 6.2.1 Defining Student Competence 6.2.2 Delineating Student Competence 6.3 Developing Student Competence 6.4 Instructional Coherence and the Development of Competence 6.5 Designing Coherent Instruction 6.5.1 Coherence of Educational Goals 6.5.2 Coherence of Instructional Activities 6.5.3 Coherence of Instructional Units 6.5.4 Coherence Between Instructional Units 6.6 Summary and Conclusion References 7 Multiple Representations and Learning Physics 7.1 Multiple Representations—One Term for Different Concepts? 7.2 Theories on Learning with Multiple Representations 7.2.1 The Cognitive Theory of Multimedia Learning (CTML) 7.2.2 The Integrated Model of Text and Picture Comprehension (ITPC) 7.2.3 The DeFT (Design, Functions, Tasks) Framework for Learning with Multiple External Representations 7.3 Types of External Representations and Their Benefits for Learning 7.3.1 Characteristics of Text That Are Beneficial for Learning 7.3.2 Characteristics of Pictorial Representations that Are Beneficial for Learning 7.3.3 The Role of Individual Learner Characteristics for Learning with Multiple Representations References 8 Physical–Mathematical Modelling and Its Role in Learning Physics 8.1 Introduction 8.2 Mathematical and Physical–Mathematical Modelling 8.2.1 Model 1: Routine to Solve Physics Tasks 8.2.2 Model 2: The Integrated Physical–Mathematical Model 8.2.3 Model 3: Consideration of Activities in the Modelling Process 8.3 Mathematical Tools on Different School and Grade Levels 8.3.1 Basic Mathematical Elements 8.3.2 Advanced Mathematical Elements 8.4 Students’ Strategies and Difficulties in Physical–Mathematical Modelling 8.4.1 Strategies in Solving Tasks with Physical–Mathematical Modelling 8.4.2 Specific Difficulties in Problem Solving 8.5 Teaching Physical–Mathematical Modelling 8.5.1 Understanding Terms and Equations 8.5.2 Developing Physical–Mathematical Tasks 8.5.3 Interdisciplinary Teaching 8.5.4 Explicit Teaching of Modelling 8.6 Conclusions References 9 Physics Tasks 9.1 Characteristics of Tasks in Physics Lessons 9.1.1 Learning Tasks and Performance Tasks 9.1.2 Tasks and Problems 9.1.3 Structure of a Task 9.1.4 Solution Process of a Physics Task. 9.1.5 Contextual Tasks 9.1.6 Solving Tasks in Groups 9.2 Use of Tasks in Competence-Oriented Teaching 9.2.1 Competence Orientation and Tasks 9.2.2 Change of Task Difficulties 9.2.3 Open-Ended Experimental Tasks 9.2.4 Effects of Combining Tasks 9.2.5 Quality Assurance of Tasks 9.2.6 Teacher’s Role and Responsibility References 10 Experiments in Physics Teaching 10.1 Experimentation and Learning Goals 10.1.1 Supporting Physics Content Learning 10.1.2 Supporting Experimental Skills 10.2 Designing and Using Experiments in Physics Education 10.2.1 Demonstrations and Lab Experiments 10.2.2 Forms of Engagement with Experimental Activities 10.2.3 Using Digital Tools 10.2.4 Further Design Aspects 10.3 Recommendations for Teaching 10.3.1 Recommendations from the Psychology of Learning 10.3.2 Recommendations from a Pedagogical Perspective 10.3.3 Recommendations from Motivational Psychology 10.3.4 Recommendations from Perceptual Psychology 10.3.5 Mastering Challenges and Providing Help References 11 Multimedia and Digital Media in Physics Instruction 11.1 Introduction: Multimedia and Digital Media 11.2 Multimedia Learning Theories and Findings 11.2.1 Mayer’s Theory of Multimedia Learning 11.2.2 Schnotz and Bannert’s Integrated Model of Text and Picture Comprehension 11.2.3 Multiple Representations in Physics 11.2.4 Cognitive Load Considerations 11.3 Computers in Physics Instruction 11.3.1 Categories of Computer Programs 11.3.2 The Role of the Teacher 11.4 Application of Multimedia Learning Principles in Physics Lessons 11.4.1 Using Multiple Representations and Modalities 11.4.2 Developing Mental Models 11.4.3 Promoting Cognitive Flexibility 11.4.4 Situated Learning and Anchored Instruction 11.4.5 Structuring and Connecting Knowledge 11.5 Simulations and Guided Discovery Learning 11.5.1 Simulations for Physics Instruction 11.5.2 Guided Discovery Learning with Digital Media 11.6 Learning with Online Resources and Tools 11.6.1 Challenges of Internet Search 11.6.2 Organizing Information and Structuring Knowledge 11.6.3 Activity Design for Internet Search 11.6.4 E-Learning 11.6.5 Physics with Mobile Devices 11.6.6 Augmented Reality in Physics Education 11.7 Conclusions References 12 Instructional Explanations in Physics Teaching 12.1 Introduction 12.2 What Is Explaining and What Are Instructional Explanations? 12.3 Criticisms of Explaining in Science Teaching 12.4 What Makes Instructional Explanations Successful? Seven Core Ideas of Explaining for Understanding 12.4.1 Core Idea 1: Focus on the Explainee and Adapt to Prior Knowledge and Interests 12.4.2 Core Idea 2: Use Means for Adaptation 12.4.3 Core Idea 3: Highlight Relevancy and Use Prompts 12.4.4 Core Idea 4: Give It a Structure 12.4.5 Core Idea 5: Explain Precisely and Coherently 12.4.6 Core Idea 6: Explain Concepts and Principles 12.4.7 Core Idea 7: An Explanation Should Be Embedded in Teaching 12.5 When Should I as a Teacher Explain and When Should I Avoid It? 12.6 A Guide to Planning Instructional Explanations 12.7 Explanation Videos in Physics Teaching 12.8 Additional Literature References 13 Language in Physics Instruction 13.1 Human Language and Thinking 13.2 On the Relationship Between Everyday Language and Technical Language in Learning 13.3 Writing of the Lab Report 13.4 Summary References 14 Students’ Conceptions 14.1 Why Should You as a Physics Teacher Care About Students’ Conceptions? 14.1.1 Where Do Conceptions Come from? 14.1.2 Examples of Students’ Conceptions 14.2 What Is the Nature of Students’ Conceptions? 14.2.1 Theory Theory View 14.2.2 Ontological View 14.2.3 Knowledge in Pieces View 14.3 What to Do in the Classroom 14.3.1 If Your Students’ Conceptions Seem to Be Theory-Like 14.3.2 If Your Students’ Conceptions Seem to Come from Ontological Mismatch 14.3.3 If Your Students’ Conceptions Seem to Be Pieces-Like 14.4 Non-conceptual Factors that Affect Conceptual Change 14.4.1 Views About the Nature of Physics Knowledge and Learning 14.5 Conclusion References 15 Formative Assessment 15.1 Setting the Scene—A Lens on Physics Classrooms 15.2 Formative Assessment—What Is It? 15.3 Unpacking Formative Assessment—What Are Its Key Components and How to Enact Them? 15.3.1 Collecting Evidence—What Tools Are Appropriate? 15.3.2 Interpreting Student Ideas—What Are Students Thinking? 15.3.3 Making Decisions About the Next Steps in Learning—What Should Be Done Next? 15.3.4 On Which Facets Can Formative Feedback Have an Effect? 15.4 What Are Teachers’ Roles and Students’ Roles in the Process of Formative Assessment? 15.5 Summary References 16 Methodical Basics of Empirical Research 16.1 Introduction 16.2 The Field of Research 16.3 Theory and Evidence 16.4 Elements of Trustworthiness 16.4.1 Objectivity 16.4.2 Reliability 16.4.3 Correlation 16.4.4 Statistical Significance 16.4.5 Relevance and Effect Size 16.4.6 Validity 16.5 Analysis of Lessons 16.5.1 Design and Samples 16.5.2 Longitudinal Design of Comparative Studies 16.5.3 Intervention and Causality—Experimental and Quasi-experimental Research 16.6 Conclusion References 17 Qualitative Research on Science Education in Schools 17.1 Introduction 17.2 Step 1: Research Questions and Theoretical Foundation for a Research Project in Didactics 17.2.1 Object of Research 17.2.2 Semantics of Science 17.3 Step 2: Data Collection 17.3.1 Deciding the Sample 17.3.2 Deciding the Method of Data Collection 17.3.3 Deciding Technical Means of Research 17.4 Step 3: Data Analysis 17.4.1 Deciding the Method of Data Analysis 17.4.2 Deciding Technical Support 17.5 Steps 4 and 5: Interpretation of the Results and Quality Criteria 17.5.1 Interpretation of the Results 17.5.2 Quality Criteria 17.6 Conclusion References