Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics
Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics
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实际物理学生与隐含物理学生：传统物理课堂的学生如何与量子物理的创新方法联系起来
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Carl Angell
中科院分区：
文献类型：
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作者：
Maria Vetleseter Bøe;E. K. Henriksen;Carl Angell
对物理教育更新的呼吁包括更加多样化的学习活动以及更加注重定性理解以及科学历史和科学哲学（HPS）方面。我们研究了一种创新方法，在挪威传统的高中物理教室中实现量子物理中的这些功能。数据由来自 11 个物理课程的 58 名参与者组成的 11 个焦点小组于 2013 年至 2016 年收集并进行主题分析。使用“隐含的学生”（Ulriksen，2009）作为分析镜头，我们研究了实际物理学生的经验与创新方法“隐含”的学生的经验。研究结果表明，新方法所隐含的期望与学生在传统课堂上“做物理”的方式有很大不同，学生们对此感到困惑。例如，学生发现在缺乏计算和事实答案的情况下很难监控自己的表现。然而，学生很容易采用可视化作为一种新工具来达到熟悉的内容知识目标。 HPS 方面激励了学生，但不一定被视为其本身的学习目标。需要在学习活动、学习目标和创新评估之间更好地协调一致，并明确隐含的期望，以便学生知道“成功地做物理”意味着什么。
Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of eleven focus groups with 58 participants from eleven physics classes, collected in 2013-2016 and analyzed thematically. Using the ‘the implied student’ (Ulriksen, 2009) as an analytical lens, we study the experiences of actual physics students against the student ‘implied’ by the innovative approach. The findings suggest that students struggled where the new approach holds implicit expectations that differ greatly from how students are expected to ‘do physics’ in traditional classrooms. For example, students found it difficult to monitor their performance in the absence of calculations and factual answers. However, students easily adopted visualizations as a new tool for reaching the familiar goal of content knowledge. HPS aspects motivated students, but were not necessarily seen as learning goals in their own right. There is a need for better alignment between learning activities, learning goals and assessment in innovations, and for making implicit expectations explicit so that students know what ‘doing physics’ successfully entails.
影响因子：
4.6
作者：
Denissen, Jaap J. A.;Zarrett, Nicole R.;Eccles, Jacquelynne S.
通讯作者：
Eccles, Jacquelynne S.