Nonlinear Physics in Upper Physics Classes: Educational Reconstruction as a Frame for Development and Research in a Study of Teaching and Learning Basic Ideas of Nonlinearity

2003 ◽  
pp. 269-276 ◽  
Author(s):  
Michael Komorek ◽  
Dimitrios Stavrou ◽  
Reinders Duit
Keyword(s):  
Teaching And Learning ◽  
Physics Classes ◽  
Basic Ideas ◽  
Educational Reconstruction

The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1

2012 ◽  
pp. 13-37 ◽  
Author(s):  
Reinders Duit ◽  
Harald Gropengießer ◽  
Ulrich Kattmann ◽  
Michael Komorek ◽  
Ilka Parchmann
Keyword(s):  
Teaching And Learning ◽  
Improving Teaching And Learning ◽  
Educational Reconstruction

Added cognitive burden or interest: Effect of enhancement in learning from slide lesson presentation in authentic classroom setting

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Cesar T. Medula
Keyword(s):  
Student Learning ◽  
Coding Theory ◽  
Teaching And Learning ◽  
Learning Performance ◽  
Classroom Setting ◽  
Negative Effects ◽  
Instructional Efficiency ◽  
Real Effects ◽  
Physics Classes ◽  
Authentic Classroom

Multimedia technology is providing educators great potentials to improve teaching and learning. For the past decade or so, the use of slide lesson presentation, which is a form of multimedia, of various self-motivated designs has significantly increased in almost every local authentic classroom setting without significant scholarly examination of their real effects on student learning. The purpose of this empirical study is to look at the tangible impact of added enhancements in the form of interesting yet conceptually unrelated clip arts and sound effects on student learning as well as in terms of overall instructional efficiency. One hundred thirty five Nonscience major university students enrolled in three introductory physics classes served as the subjects of the study. Relevant data were collected through online standardized materials and researcher made paper and pencil tests. Retention and transfer tests were used to quantify student learning. Learning performance and mental effort as a measure of cognitive load during instruction were utilized to assess overall instructional efficiency. Findings revealed that the use of enhancements could lead to better retention and transfer but exceedingly comparable overall instructional efficiency. This suggests that in commonplace classroom settings, interest may mitigate, if not eliminate, the negative effects of remarkable although conceptually irrelevant multimedia elements.   Keywords - Multimedia, Enhancement, Coherence Principle, Dual Coding Theory, Instructional Efficiency, Slide Presentation

scholarly journals Concept of chemical reaction in chemistry textbooks

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Renata Michalisková ◽  
Zuzana Haláková ◽  
Miroslav Prokša
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Teachers ◽  
Chemical Reaction ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Educational Content ◽  
Learning And Teaching ◽  
Chemistry Textbooks ◽  
Educational Reconstruction

AbstractFor more than 20 years the science teachers, the researchers in science education, the educationists and the other pedagogues have been acquainted with the model of educational reconstruction. In this model there are integrated three areas of this scientific interest: the recognition of pupils’ conceptions, the investigation of scientific conceptions with didactics branch approach and the creation of an educational content (Duit, R., Gropengießer, H., & Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. In H. E. Fischer, (Ed.), The Developing standards in research on science education (pp. 1–9). London: Taylor & Francis; Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural perpectives in science education, 5 (pp. 13–37). Rotterdam: Sense Publishers; Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung.Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18). There is required to reconstruct the educational content for learning and teaching purposes. It leads to the educational structuring and to the clarification in scientific field. Therefore, in this contribution there is analysed a formation of the concept chemical reaction from the perspectives of the chemistry textbooks used in the 19th, the 20th and the 21st centuries in Slovakia. These findings could be useful in the process of comparison between scientific and pedagogical knowledge in this branch not only in neighbouring countries, even in the broaden European or worldwide content.

scholarly journals RECONSTRUCTING SCIENCE TEACHING MATERIAL CONTAINING NATURE OF ‎SCIENCE ON THE TOPIC OF MATERIAL PARTICLES AND CHARACTERISTICS ‎

EDUSAINS ◽  
2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Maharani Savitri ◽  
Ahmad Mudzakir
Keyword(s):  
Nature Of Science ◽  
Teaching And Learning ◽  
Technology Literacy ◽  
Expert Assessment ◽  
Teaching Material ◽  
Teaching Materials ◽  
Average Value ◽  
Class Viii ◽  
Concept Validation ◽  
Educational Reconstruction

This study was conducted to reconstruct teaching material of particles of matter using context of characteristics of material. It refers to the Model of Educational Reconstruction (MER). The purpose of this study was to obtain a pre-conception of learners and scientist’s perspective to the concept of particles of matter, material characteristics, and relations between them; determine the design of teaching materials based onviews of nature of science; and find out an expert assessment of the design of teaching materials. The research data obtained in the form of the transcript of an interview 10 students of class VIII, text analysis results, the results of the validation indicators and the learning objectives of cognitive and affective aspects, validation results of the analysis of the concept, validation results of teaching materialsdesign and test results readability. Design of teaching material produced is (a) developed based on reflection from pre-conception of learners and the perspective of scientists; (b) adjusted to the cognitive level of learners (accessible); (3) developed by inserting aspects of nature of science (NOS); (4) using a sequence of teaching and learning of Science and Technology Literacy (STL) by adopting a learning phase ChemieimKontext (ChiK). The results of the validation of teaching materials to obtain an average value of CVI 0,9935. This suggests teaching materials produced it feasible used for junior high students. Keywords:characteristic of matter; Model of Educational Reconstruction (MER); the nature of science;the  particles of matter; and teaching materialThis study was conducted to reconstruct teaching material of particles of matter using context of characteristics of material. It refers to the Model of Educational Reconstruction (MER). The purpose of this study was to obtain a pre-conception of learners and scientist’s perspective to the concept of particles of matter, material characteristics, and relations between them; determine the design of teaching materials based onviews of nature of science; and find out an expert assessment of the design of teaching materials. The research data obtained in the form of the transcript of an interview 10 students of class VIII, text analysis results, the results of the validation indicators and the learning objectives of cognitive and affective aspects, validation results of the analysis of the concept, validation results of teaching materialsdesign and test results readability. Design of teaching material produced is (a) developed based on reflection from pre-conception of learners and the perspective of scientists; (b) adjusted to the cognitive level of learners (accessible); (3) developed by inserting aspects of nature of science (NOS); (4) using a sequence of teaching and learning of Science and Technology Literacy (STL) by adopting a learning phase ChemieimKontext (ChiK). The results of the validation of teaching materials to obtain an average value of CVI 0,9935. This suggests teaching materials produced it feasible used for junior high students.

Compassionate, Spiritual, and Creative Listening in Teaching and Learning

2010 ◽  
Vol 112 (11) ◽  
pp. 2763-2776
Author(s):  
Jim Garrison
Keyword(s):  
United States ◽  
Teaching And Learning ◽  
Research Question ◽  
Freedom Of Speech ◽  
The United States ◽  
Good Teaching ◽  
Sympathetic Response ◽  
Basic Ideas ◽  
Background Context ◽  
Objective Research

Background/Context Listening is largely overlooked in cultures constituted on the basis of the freedom of speech, such as we find in the United States and elsewhere. Purpose/Objective/Research Question/Focus of Study The article explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others in ways that open up possibilities for healing and transformative communication. It is particularly important for a caring profession like teaching and critical for good teaching and learning relationships. Research Design Relying on philosophical reflection, the article mixes some of the basic ideas of Eastern thought revolving around the image of the Bodhisattvas as they who constantly ameliorate suffering. The article concentrates on the Bodhisattva “Perceiver of the World's Sounds.” Conclusions/Recommendation We can only relieve suffering if we attend carefully to the needs, desires, interests, and purposes of others and respond in terms of their best possibility in the situation. Such self-eclipsing allows caregivers to avoid the horrors of conditional love. Such listening lies beyond theory and ideology in the immediate, directly involving sympathetic response, but not pity. It is not the kind of sympathy that assumes that the pain in others has the same characteristics or source as our own.

scholarly journals An Educational Reconstruction of Special Relativity Theory for Secondary Education

2021 ◽  
Author(s):  
Floor Kamphorst ◽  
M. J. Vollebregt ◽  
E. R. Savelsbergh ◽  
W. R. van Joolingen
Keyword(s):  
Secondary Education ◽  
Special Relativity ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Thought Experiments ◽  
Relativity Theory ◽  
Learning Sequence ◽  
Great Opportunity ◽  
Special Relativity Theory ◽  
Educational Reconstruction

AbstractEinstein’s derivation of special relativity theory (SRT), based on hypothetical reasoning and thought experiments, is regarded as a prime example of physics theory development. In secondary education, the introduction of SRT could provide a great opportunity for students to engage in physics theorizing, but this opportunity is largely being missed in current teaching practice. One reason could be that secondary students lack some knowledge of electromagnetism that was central to Einstein’s argument. Therefore, we conducted an educational reconstruction to develop a teaching approach that would not rely on advanced understanding of electromagnetism, yet retain the modes of reasoning that were characteristic of Einstein’s approach. In our reconstruction, we identified the light postulate, which is notoriously difficult for students to grasp, as a central concept. We developed a teaching and learning sequence in which students perform relativistic thought experiments and try different interpretations of the light postulate. Through these activities, students experienced how the new concepts meet the requirements for a good theory. Experimental evaluation of the teaching and learning sequence indicates that this can be a fruitful approach to introduce SRT to secondary students.

scholarly journals Physics learning and the application of multiple intelligences

2018 ◽  
Vol 5 (9) ◽  
pp. 381-391
Author(s):  
Jacob Kola Aina
Keyword(s):  
Academic Performance ◽  
Multiple Intelligences ◽  
Teaching And Learning ◽  
Learning Problems ◽  
Physics Learning ◽  
Physics Teachers ◽  
Physics Classes ◽  
Field Area

The article looked at the learning problems in two different perspectives which are field area and sexism. Many studies indicate that the challenges to the students’ academic performance globally in Physics are related to these two areas. Though, several solutions had been proffered to solve the problem with little improvement. Given this, the paper criticized many Physics teachers inability to see Physics classes as being of multiple intelligences. The author of the script, therefore, identified eight types of intelligence from Howard Gardner’s Frame of Minds. The script believed that Physics learning problems could be solved if teachers apply five of the intelligence to the teaching and learning of Physics in schools. The paper has some implications for the teaching and learning of Physics at all levels.

scholarly journals Rekonstruksi Pengajaran di Pesantren: Upaya Menciptakan Sistem Pendidikan yang lebih Prospektif

2019 ◽  
Author(s):  
Agus Sultoni
Keyword(s):  
Educational System ◽  
Education System ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Boarding School ◽  
School Management ◽  
Learning Patterns ◽  
The World ◽  
Educational Reconstruction ◽  
Made In

The challenges faced by boarding school are getting bigger, complex and urgent as a result of the increasing needs of development and the advancement of science and technology. It is time for boarding school to do educational reconstruction so that the students will be able to translate and socialize the materials that have been transferred when dealing with the current dynamics of society. This paper answers How is the effort made in reconstructing the teaching and learning patterns in boarding school to create a more innovative education system? The goal to be achieved is to provide enlightenment - both philosophically and practically - for anyone who has a gait in the world of education, especially related to teaching in boarding school. This paper gives the conclusion that; Firstly, in the effort to reconstruct the existing educational system in boarding school, what is needed is to change the teaching method, the rearrangement of the curriculum and also - no less important - is a sophisticated boarding school management. Secondly, despite the process of reconstructing the educational system, changing, metamorpose - or whatever its name - but the boarding school world must remain present with its distinctive identity.

scholarly journals Pengembangan Butir Soal Literasi Kimia pada Materi Sistem Koloid Kelas XI IPA SMA/MA

2021 ◽  
Vol 5 (2) ◽  
pp. 197-204
Author(s):  
Wirna Eliza ◽  
Eka Yusmaita
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Colloidal System ◽  
Subject Matter Experts ◽  
Context Analysis ◽  
Student Interview ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
The Rasch Model ◽  
Educational Reconstruction

This study aims to develop a chemical literacy instrument on colloidal system material that can be used to measure the literacy level of students. The research design on the development of this chemical literacy instrument uses the Model of Educational Reconstruction (MER). This research has several stages including content structure analysis (curriculum analysis, content analysis, context analysis, content validity by subject matter experts) and teaching and learning research (student interview investigation). The content validity test is carried out by five validators and the results will be analyzed by the Rasch model using the facet application. The results of this study indicate that the value of exact agreements is 88.9%, while the value of the expected agreements is 89.6% so it can be said that the results of the examiner's assessment are not much different from the expected results of the assessment

scholarly journals Professionalising Physics Teachers in Doing Experimental Work

2018 ◽  
Vol 8 (1) ◽  
pp. 9
Author(s):  
Claudia Haagen-Schützenhöfer ◽  
Birgit Joham
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Experimental Work ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Continuing Professional Development ◽  
Inservice Teachers ◽  
Inquiry Based Learning ◽  
Physics Classes

It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boostfor experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the centralconcepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “learning about science” and finally “doing science”. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers’ attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers’ beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training. 

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