An inquiry-based learning path to introduce modern physics in high-school (original) (raw)
Related papers
How to Introduce Modern Physics Topics in High School Curriculum?
Thinking Physics for Teaching, 1995
Although Modern Physics (MP) is a scientific field of increasingly interest, due to its mathematical and conceptual difficulty, it was not generally taught in Italian high-schools. Recently, in order to reduce the gap between school curricula and modern technology, the Ministry of Education promoted the inclusion of MP in Italian secondary schools. MP hot topics produce interest and enthusiasm in learners at all ages, but to address this topic in high school in an effective way it is necessary to translate complex theories and highly-advanced experiments into an understandable language appreciated by students. In this contribution, we discuss an inquiry-driven learning sequence suitable to introduce MP, that we experienced, as pilot study, with a sample of about 40 students attending the last year of the scientific high school "Benedetto Croce" of Palermo in the school year 2015/2016. Our results suggest that an inquiry-based learning path, composed by three phases (frontal lessons + inquiry-based laboratorial activity + cooperative work), can constitute a successfully teaching approach to effectively engage students into an active learning of the MP, provided the teacher has a crucial role in facilitating the knowledge, activating the questioning process and supporting a valuable reasoned exploration.
Deficiencies and Needs for the Application of Inquiry-Based Learning in Physics Classes
International e-Journal of Educational Studies, 2023
This study is a qualitative case study conducted to examine the deficiencies and needs for the implementation of the investigative inquiry program in physics classes. The study was carried out at Science High School (SHS), Anatolian High School (AHS), and Technical Vocational High School within the scope of purposeful sampling determined according to school type. In the study, observations were made in physics classes. Interviews were conducted with the teachers of the observed classes. The obtained data were subjected to descriptive analysis. Observation and interview data were interpreted together. It was observed that the teachers had classroom discussions over the daily life examples and models in the lesson. It can be said that teachers try to create an inquiry-based teaching environment in this way. It can be said that teachers are willing to teach based on inquiry, but they see some situations as obstacles in practice. Some suggestions are presented in the context of the research results. It is thought that the results of this study and the suggestions made will help teachers and administrators plan and set up activities for in-service training.
Preparing teachers to teach physics and physical science by inquiry
Physics Education, 2000
The Physics Education Group at the University of Washington is deeply involved in preparing K-12 teachers to teach physics and physical science by inquiry. During the academic year, the Department offers special courses for preservice (prospective) teachers. During the summer, the group conducts a sixweek, intensive NSF Summer Institute for Inservice Teachers. The group also designs and helps conduct local short-term workshops for teachers. This paper is a distillation of more than 25 years of experience in working with K-12 teachers. Teacher preparation has been an integral part of our group's comprehensive program in research, curriculum development, and instruction. Research by our group focuses on investigations of student understanding in physics. The results are used to guide the design of instructional materials for various student populations at the introductory level and beyond. We have drawn on our research findings and teaching experience in developing Physics by Inquiry. 2 This self-contained, laboratory-based curriculum is designed for use in university courses to prepare K-12 teachers to teach physics and physical science effectively. Ongoing assesment of the instructional materials takes place both at our university and at pilot sites.
KnE social sciences, 2024
The research objective is to explore the trends research of inquiry learning in physics education in the last five years (2017-2021). This research is a bibliometric analysis. The findings show that research related to physics education is dominated by the most developed during the COVID-19 pandemic (2020-2021) country Indonesia. Meanwhile, the Journal of Physics Conference Series is the journal that publishes the most publications (Scopus) related to physics education, followed by the AIP Conference Proceeding. For research implications tolibrarians, and policy makers, (1) Research and development need to be carried out in-depth related to the growing trend of physics education so that it can be published in Scopus. (2) Cooperation and collaboration between other universities to increase publications at the international level. (3) The need for continuous research to follow current trends.
Different approaches to research and innovation in physics education at college and university
Journal of Physics: Conference Series
In this article we report a Symposium organized by GTG-Physics Education Research at University (PERU) with different proposals that includes innovative educational approaches and research on problems of teaching-learning physics at university. In the second section, two research projects are described on teaching specific curriculum topics that present special difficulties for students. In the next section the third project on a work experience in the laboratory that takes into account the characteristics of scientific work, is presented. Finally, the fourth project presents a way to investigate the types of student reasoning. In the discussion, the importance of research projects that include not only conceptual understanding but also those areas such as laboratory work or “on-line physics courses” that involve practicing skills of scientific work, is highlighted.
‘Slow Science’: Building scientific concepts in physics in high school
International Journal of Science Education, 2014
In this study, a progressive learning approach to physics, based on Knowledge Building pedagogy, was compared to a content-centered approach in which explanations, experiments, and discussions are centered on the transmission of knowledge. Forty-six students attending the first year of high school participated in this study over a whole school
Periódico Tchê Química
Background: Inquiry-Based Science Education (IBSE) is an educational strategy in which students follow methods and practices similar to those carried out by scientists to build new knowledge. Aims: The objective of this research has been to analyze the challenges posed by inquiry activities in the initial training of physics teachers. Methods: The present study was exploratory in nature. The sample was made up of 60 students from a physics teacher training program. The data were collected through the Mathematics and Science in Life questionnaire, MASCIL. Results and Discussion: showed that inquiry activities are a potential resource for science education. In addition, it was found that when the activities are implemented systematically (that is, planned and designed with well-defined purposes), both students and teachers are more active and committed in their participation, and students can improve their performance. Likewise, the results showed that teachers have positive views bas...
An Effective High School Inquiry-Based Physics First Curriculum: Student and Alumni Perceptions
2019
This study is dedicated to my family, educators and students. My parents made countless sacrifices to provide educational opportunities so that I could pursue my own path in life. My teachers were ahead of their time, teaching inquiry and keeping me engaged in high school. My science department's talent and professionalism inspire me every day. This is dedicated to educators who are always looking to improve how and what they teach and listening to student voices. Last but not least, this is for the students. I hope you are forever engaged as science learners. v TABLE OF CONTENTS