scholarly journals THE CONCEPT OF INERTIA: AN INTERDISCIPLINARY APPROACH

2021 ◽  
Vol 20 (1) ◽  
pp. 4-9
Author(s):  
Paolo Bussotti
Keyword(s):  
High School ◽  
History Of Science ◽  
Natural Philosophy ◽  
Interdisciplinary Approach ◽  
School Level ◽  
Uniform Motion ◽  
High School Level ◽  
Daily Experiences ◽  
History Of ◽  
State Of Rest

“Every body perseveres in its state of rest, or of uniform motion in a right line, unless it is compelled to change that state by forces impressed thereon” (p. Newton 1846, p. 83). This is the famous first axiom or law of motion stated by Newton in his masterpiece The Mathematical principles of natural philosophy (ivi). Everywhere, in the courses of physics at the high school level the inertia principle is the first to be taught. However, there are many doubts that most of learners fully grasp its numerous and fundamental nuances, which are necessary for a satisfying introduction to physics. Therefore, I propose an interdisciplinary approach for the explanation of this principle in which history of science and analysis of the daily experiences are joined to offer a complete comprehension of the concept of inertia.

scholarly journals CONTEÚDO DE ENTROPIA NA FÍSICA DO ENSINO MÉDIO: ANÁLISE DO MATERIAL DIDÁTICO E ABORDAGEM HISTÓRICA

2009 ◽  
Vol 3 ◽  
pp. 75
Author(s):  
Zanoni Tadeu Saraiva dos Santos
Keyword(s):  
High School ◽  
History Of Science ◽  
Second Law Of Thermodynamics ◽  
School Level ◽  
Second Law ◽  
High School Level ◽  
Historical Approach ◽  
Teaching History ◽  
Science Technology ◽  
History Of

RESUMO O ensino da segunda lei da termodinâmica e do seu conceito, associado à entropia, tem sido considerado problemático por vários autores. Nesse trabalho iremos compilar os problemas levantados por alguns destes autores na perspectiva de sintetizar as questões e soluções sugeridas, como forma de ampliar a discussão sobre como tratar didaticamente a segunda lei da termodinâmica e a entropia na Física do ensino médio. Fizemos um breve levantamento da abordagem dada ao assunto pelos livros didáticos e propomos que a história e a epistemologia da ciência tenham um papel estruturante em uma prática educativa pautada pelo diálogo. Sugerimos, como parte da construção de um caminho para a entropia, o estabelecimento de três momentos epistemológicos dentro da história da termodinâmica. Esses três momentos serão os balizadores de uma abordagem mais significativa no sentido de que a história da ciência não tenha apenas um papel periférico para o estudo da segunda lei e da entropia. Palavras-chave: Termodinâmica, entropia, ensino, história da ciência. TEACHING ENTROPY IN SECONDARY PHYSICS: ANALYSIS OF TEXTBOOKS AND A HISTORICAL APPROACH. ABSTRACT Many authors consider teaching the second law of thermodynamics historically problematic. In this paper we will compile problems raised by some of these authors in the perspective of synthesizing questions and solutions suggested, as a mean to widen the discussion on how to treat didactically the second law and entropy in high school level. We did a brief review on how textbooks approach this subject and came to a conclusion that the history of science and the study of relationships among, science, technology and society should be considered as integrating part of any didactical approach grounded in a dialogical educational view. We suggest as part of a way to entropy, the establishment of three epistemological moments within the history of thermodynamics. These three moments will serve as guiding elements for a more meaningful approach, in a sense that the history of science will not only play a peripheral role in the didactic treatment of entropy and the second law of thermodynamics. Keywords: Thermodynamics, entropy, teaching, history of science.

Giving Geometry Students An Added Edge In Constructions

1982 ◽  
Vol 75 (4) ◽  
pp. 296-301
Author(s):  
Allan A. Gibb
Keyword(s):  
High School ◽  
School Level ◽  
Simple Construction ◽  
High School Level ◽  
Fixed Angle ◽  
High School Geometry ◽  
School Geometry ◽  
History Of ◽  
Tools And Techniques ◽  
Special Case

Several recent articles in this journal and in other NCTM publications indicate a continuing interest in alternatives to the straightedge-and-compass constructions of traditional high school geometry (see Bibliography). A description of various construction tools and techniques may be found in the literature (Eves 1963; Yates 1949), and the history of the topic from the time of the Greeks to the present is a fascinating one. Of the simple construction instruments, one of the least well known is the ruler with two parallel straightedges (a parallel ruler). In 1890, Adler (1906) showed that all the ruler-and-compass constructions can be done using only a ruler with two edges at a fixed angle; the parallel ruler is the special case with angle zero. There does not seem to be a treatment of constructions with the parallel ruler that is at once reasonably complete and accessible to high school geometry students. Most discussions make use of terminology and theorems beyond that usually covered at the high school level, and, further, much of even this material, such as Yates’s Geometrical Tools, is now out of print—surely an undeserved fate for so delightful a book.

scholarly journals Previous High School Participation in Varsity Sport and Jump-Landing Biomechanics in Adult Recreational Athletes

2019 ◽  
Vol 54 (10) ◽  
pp. 1089-1094 ◽  
Author(s):  
Daniel C. Herman ◽  
Diego Riveros ◽  
Kimberly Jacobs ◽  
Andrew Harris ◽  
Christopher Massengill ◽  
...  
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Linear Regression ◽  
Linear Regression Analysis ◽  
School Level ◽  
High School Level ◽  
Recreational Athletes ◽  
Jump Landing ◽  
Landing Biomechanics ◽  
History Of

Context Early sports sampling is associated with superior biomechanics in youth athletes; however, the effect of multisport participation on adult biomechanics is unknown. Objective To compare jump-landing biomechanics between adult recreational athletes who previously participated in 0, 1, or 2 or more select high school varsity sports (VSs; basketball, lacrosse, soccer, volleyball) that feature landing and cutting tasks. Design Descriptive laboratory study. Setting University community setting. Patients or Other Participants Fifty adult recreational athletes (22 women, 28 men; age = 23.8 ± 2.5 years) with no high school VS experience or with high school VS experience in basketball, lacrosse, soccer, or volleyball. Athletes were grouped into those who participated in 0 (0VS, n = 11), 1 (1VS, n = 21), or 2 or more (2VSs, n = 18) of these sports at the high school level. Main Outcome Measure(s) The average Landing Error Scoring System (LESS) total score from 3 individual jump landings was determined. A 1-way analysis of covariance using sex as the covariate was calculated to compare groups. The Pearson R was used to test for the correlation between the LESS score and number of sports played, and a linear regression analysis was performed using the number of sports played to predict the LESS score. The α level was set a priori at .05. Results The 0VS athletes produced similar LESS scores as the 1VS athletes (5.89 ± 1.2 versus 5.38 ± 1.93 points, respectively, P = .463), whereas the 2VSs athletes demonstrated lower LESS scores (3.56 ± 1.97 points) than the 0VS (P = .002) and 1VS (P = .004) athletes. The LESS scores were moderately negatively correlated with the number of high school VSs played (R2 = −0.491, P < .001). The linear regression analysis was significant (F1,37 = 9.416, P = .004) with R2 = 0.203. For every additional VS played at the high school level, the LESS score decreased by 1.28 points. Conclusions Landing Error Scoring System scores were lower in athletes who had a history of multisport high school varsity participation in basketball, lacrosse, soccer, or volleyball compared with those who had a history of single-sport or no participation in these sports at this level. Multisport high school varsity participation in these sports may result in improved neuromuscular performance and potentially reduced injury risks as adults.

scholarly journals DUPLICACIÓN DEL CUADRADO Y EL VOLUMEN DE SÓLIDOS EN EL CÓDICE ATLÁNTICO DE LEONARDO DA VINCI: UN ESTUDIO DE LA HOJA 100r

PARADIGMA ◽  
2020 ◽  
pp. 285-316
Author(s):  
Jeová Pereira Martins
Keyword(s):  
High School ◽  
Da Vinci ◽  
History Of Mathematics ◽  
Leonardo Da Vinci ◽  
School Level ◽  
High School Level ◽  
Teaching Geometry ◽  
Historical Text ◽  
History Of ◽  
Teaching Of Mathematics

En este artículo son presentados resultados parciales de una investigación que tomó como base epistemológica los estudios sobre fuentes históricas textuales discutidos por Barros (2004), en este caso, el Códice Atlántico de Leonardo da Vinci con foco en el uso de la historia para la enseñanza de la Matemática. El objetivo central fue interpretar las imágenes representadas en la hoja 100r en busca de las relaciones geométricas que puedan emerger, con el fin de movilizarlas para las aulas de matemática (enseñanza de la geometría) en la Educación Básica, por medio de la problematización de los dibujos y anotaciones en la hoja. El material fue una copia impresa del manuscrito de Da Vinci que contienen 111 hojas e dibujos y anotaciones dentro de las cuales, en este artículo, analizamos la hoja 100r en la cual Leonardo presenta dos temas centrales: la duplicación del cuadrado y las relaciones entre los volúmenes de sólidos. La investigación documental realizada tuvo como fundamentos para la interpretación del lenguaje registrado en la hoja estudiada, elementos de la semiótica de C. S. Peirce a partir de Santaella (1995, 2012). Los resultados apuntan para la posibilidad del establecimiento de relaciones entre la geometría reflejada en el Códice Atlántico de Leonardo da Vinci y la geometría de la Educación Básica con foco en la elaboración de actividades de enseñanza a partir de la problematización (Miguel Mendes, 2010) de la geometría histórica identificada en el Códice Atlántico.Palabras clave: Historia de las matemáticas, Enseñanza de las matemáticas, Geometría, Leonardo da Vinci. DUPLICATION OF THE SQUARE AND THE VOLUME OF SOLIDS IN LEONARDO DA VINCI'S ATLANTIC CODEX: A STUDY OF THE 100r SHEET AbstractThis article presents partial results of a wider research whose epistemological foundations were the studies on historical text sources discussed by Barros (2004), and which was based on Leonardo da Vinci’s Atlantic Codex, focusing on History for the teaching of Mathematics. The main objective was to interpret the images presented on leaf 100r, aiming to find possible geometric relations, and mobilize them during mathematics classes – namely, in geometry lessons – both in Elementary and High School, problematizing the drawings and notes in the aforementioned leaf. Our source was a printed copy of Da Vinci’s manuscript containing 1119 leaves of drawings and notes. Among these is leaf 100r, which we analyze in this article. In it, Leonardo presents two central themes: the duplication of the square and the relations between solid volumes. The documented research we accomplished based the interpretation of the language used in leaf 100r on some elements of C. S. Peirce’s semiotics, as defined by Santaella (1995, 2012). The results point out the possibility of establishing relations between the geometry we find on Leonardo da Vinci’s Atlantic Codex and the geometry studied at the Elementary and High School level, focusing on the elaboration of teaching activities based on the problematization (Miguel Mendes, 2010) of the historical geometry one finds on the Atlantic Codex.Keywords: History of Mathematics, Mathematics teaching, geometry, Leonardo da Vinci. A DUPLICAÇÃO DO QUADRADO E O VOLUME DE SÓLIDOS NO CÓDICE ATLÂNTICO DE LEONARDO DA VINCI: UM ESTUDO DA FOLHA 100r ResumoO presente artigo apresenta resultados parciais de uma pesquisa mais ampla, que tomou como base epistemológica os estudos sobre fontes históricas textuais discutidos por Barros (2004), concretizado no Códice Atlântico de Leonardo da Vinci, com foco no uso na história para o ensino de Matemática. O objetivo central foi interpretar imagens representadas na folha 100r em busca de relações geométricas que possam emergir, a fim de mobilizá-las para as aulas de matemática (ensino de geometria) na Educação Básica, por meio da problematização dos desenhos e anotações da folha. O material empírico foi uma cópia impressa do manuscrito de Da Vinci que contém 1119 folhas de desenhos e anotações dentre os quais, neste artigo, analisamos a folha 100r na qual Leonardo apresenta dois temas centrais: a duplicação do quadrado e as relações entre volumes de sólidos. A pesquisa documental realizada tomou como fundamentos para a interpretação da linguagem registrada na folha em estudo, elementos da semiótica de C. S. Peirce a partir de Santaella (1995, 2012). Os resultados apontam para a possibilidade do estabelecimento de relações entre a geometria refletida no Códice Atlântico de Leonardo da Vinci e a geometria da Educação Básica com foco na elaboração de atividades de ensino a partir da problematização (MIGUEL MENDES, 2010) da geometria histórica identificada no Códice Atlântico.Palavras-chave: História da Matemática, Ensino da matemática, Geometria, Leonardo da Vinci.

scholarly journals THE DEVELOPMENT OF RADICAL ISLAMIC MOVEMENTS AND THE IMPORTANCE OF ANTI-RADICALISM EDUCATION AT THE HIGH SCHOOL LEVEL IN INDONESIA

2021 ◽  
Vol 7 (2) ◽  
pp. 368
Author(s):  
Leilana Octaviani ◽  
Dewi Nur Indah Sari ◽  
Ahmad Fauzan Hidayatullah
Keyword(s):  
High School ◽  
Character Education ◽  
Middle Eastern ◽  
School Level ◽  
Muslim Community ◽  
High School Level ◽  
Islamic Movements ◽  
The World ◽  
History Of ◽  
Radical Movement

<p>Radicalism is a challenge and concern for the world, including the Muslim community in Indonesia. The radicalism movement is evidenced by the existence of violence in achieving its goals in political, religious, social, educational, and economic matters. In the world of education in Indonesia, violence, and intimidation still often occurs so that anti-radicalism education is needed which can be realized through the teaching process, especially at the high school level. Anti-radicalism education requires humans to respect each other's differences and make peace according to the Al-Quran and Hadith guidelines which are integrated through education. For this reason, the analysis in this article is descriptive qualitative with an approach using the library method which aims to understand the history of the development of the Islamic radicalism movement and Islamic solutions to overcome the problems of religious radicalism and terrorism by implementing anti-radicalism education. Besides, this article will describe some of the terminology and examples of the influence of the Islamic radical movement at the senior high school. In Indonesia, the emergence of Islamic radicalism is based on three factors, namely developments at the global level, namely the radical group from the Middle Eastern. Second, the widespread of Wahhabi has led to conflict. And the third is poverty. The field of education also has an impact on Islamic radicalism, which can be from teachers to students, the influence of technological sophistication, the influence of Wahhabi understanding, poverty, even the materials in student worksheets and books also contain many radical values. Therefore, anti-radicalism education is very important because it can require the younger generation to respect differences, humans who love compassion, and humans who hate doing damage. Efforts to overcome radicalism at high school levels can be done with character education</p>

scholarly journals Interdisciplinarity for Learning and Teaching Mathematics

2021 ◽  
Vol 35 (70) ◽  
pp. 1086-1106
Author(s):  
Enrico Rogora ◽  
Francesco Saverio Tortoriello
Keyword(s):  
High School ◽  
High School Teachers ◽  
Interdisciplinary Approach ◽  
School Level ◽  
High School Level ◽  
Learning And Teaching ◽  
Interdisciplinary Approaches ◽  
Interdisciplinary Framework ◽  
The One ◽  
New Framework

Abstract Complex problems need interdisciplinary approaches. Thinking in an interdisciplinary way asks for changes in learning and teaching and hence in our views on pedagogical problems. An interdisciplinary approach could provide a new framework also for dealing with disciplinary didactical problems. In this paper, we propose a methodology which we call globally interdisciplinary laboratories as an effective way to practice interdisciplinary teaching at the high school level. We discuss the possibility of applying this methodology to the learning and teaching of mathematics. Globally interdisciplinary laboratories are designed by a pool of researchers in collaboration with high school teachers of several disciplines and they are delivered in the classroom by a pool of teachers in co-presence. This has been experimented in Italy in many classes which are part of a national educational project called Liceo matematico. In this paper, we discuss the general design principle of a GIL and exemplify the methodology by considering the one we have called educate the sight, which aims at stimulating, within an interdisciplinary framework, intellectual curiosity, the ability to spot the prominent features of a problem and, in mathematics, the ability of conjecturing, which should be one of the fundamental concerns of mathematical teaching, according to Polya's decalogue for mathematics teachers (POLYA, 1981).

The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3”

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Beny Septian Panjaitan And Rahmad Husein
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Cognitive Dimension ◽  
Look Ahead ◽  
Table Analysis ◽  
Level 1

This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.

PEMANFAATAN PENDAPATAN PEDAGANG BAKSO IKAN TUNA KELILING DI KOTA AMBON

2018 ◽  
Vol 2 (2) ◽  
pp. 85-96
Author(s):  
Hardianti Abubakar ◽  
Yolanda MTN Apituley ◽  
Lilian M. Soukotta
Keyword(s):  
High School ◽  
School Level ◽  
Family Needs ◽  
Average Income ◽  
High School Level ◽  
Tuna Fish ◽  
Fish Meat ◽  
The Family ◽  
Personal Needs ◽  
Origin Area

As a form of diversified processed fish meat, tuna meatball is very popular to people in Ambon. This type of food is sold by traders from Java by walking or cycling. Difficulties living in the origin area require traders to leave their families and go out looking for jobs in other areas with hopes that the family needs are met. The purpose of this research is to analyze (1). Characteristics of mobile tuna meatball traders in Ambon, (2). The amount of income received by mobile tuna meatball traders in Ambon, and (3). Percentage income utilized by the mobile tuna meatball traders either in family or personal needs. The study was conducted by survey and data obtained through interviews and observations from May to October 2018. The results show that the average age of meatball traders was between <25-65 yo, having education in junior and senior high school level, with the highest number of dependants 1-2 people and <5 years trading experience. The average income of tuna fish meatball traders is Rp. 4,747,231, - which is used for personal and family needs. Seven  traders use more than 50% for family needs and the rest for personal needs, while six traders utilize more than 60 % for personal needs and the rest for family needs.

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