On the Mediality of physics teaching: A empirical study on the educational use of orality, literacy, and multi-mediality

论物理教学的媒介性：口语、识字和多媒体教育使用的实证研究

• 批准号: 436398868
• 负责人: Professor Dr. Alexander Kauertz
• 金额: --
• 依托单位: Institut für naturwissenschaftliche Bildung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/436398868?language=en
• 关键词: Mediality; physics; teaching; empirical; study

Competence-oriented physics education does not alone focus on the structured knowledge in physics, but also concentrates on the process of scientific thinking and working methods. This results in the development of content-structure in the classroom, gaining in significance and becoming qualitatively different in meaning. This development does not only serve in the deduction of structured knowledge but is itself the subject of learning. Therefore, the development of content-structure must also be documented and made repeatable for further systematic and cumulative learning. Conventionally, only the result of the structure was recorded. The process of the development itself was only noted briefly.The classic medium of the documentation of structured knowledge is writing. The oral medium, on the other hand, is only considered as a medium of provisional nature, which is solely used to develop structure and knowledge. Nowadays, this coupling is relativized in times of differentiating media. As an example, also videos can be used as a documentation of knowledge. Vice versa, in these times of interactional writing (such as messenger communication), written language has lost its preserving and rigid character. Today, ephemerality and repeatability are central properties of the media, which can be implemented in a written as well as oral and multimedia manner.Since competence-oriented teaching implies structuring as well as using structures and both can be realised by complex medialities, the question of mediality is of central importance for competence-oriented education. It raises the question of how teachers in physics lessons are creating tasks in regard of competence-orientation and mediality. In addition, it must be clarified how the teachers’ attitudes towards changing mediality are manifested. It is also still unclear how these attitudes are reflected in the teachers’ actions and how they are related to language, familiarity with the media and teaching experience.Within our project, the physics lessons of 45 classes are video recorded. Thereafter these videos are analysed in order to categorize the given tasks regarding competence-orientation, mediality and cognitive activation. In addition to the video analysis, a questionnaire captures the attitude of the teachers towards mediality. This questionnaire is then brought together and compared with the results of the video analysis. Guideline interviews also provide information on whether additional moderating or mediating variables need to be considered.The aim of this project is to describe how the use of media in physics lessons is shaped regarding the backdrop of competence-orientation and changing mediality. The project is also trying to distinguish what attitudes of the teachers are connected to this.

以能力为导向的物理教育不仅关注物理知识的结构化，而且关注科学思维和工作方法的过程。这导致了课堂内容结构的发展，意义的增加和意义的质的不同。这种发展不仅有助于结构化知识的推导，而且本身就是学习的主题。因此，内容结构的发展也必须记录下来，并可重复，以便进一步系统和累积学习。传统上，只记录结构的结果。发展的过程本身只是简单地提到了。结构化知识的文献记录的经典媒介是写作。另一方面，口语媒介只被认为是一种临时性的媒介，它只用于发展结构和知识。如今，这种耦合在媒体分化的时代被相对化。例如，视频也可以用作知识的文档。反之亦然，在这些互写的时代（如信使通信），书面语言已经失去了它的保存和僵化的性格。今天，短暂性和可重复性是媒体的核心属性，可以通过书面、口头和多媒体的方式来实现，由于以能力为导向的教学意味着结构化和使用结构，而这两者都可以通过复杂的媒介来实现，因此媒介性问题对以能力为导向的教育至关重要。提出了物理教师如何在能力导向和中介性方面创设任务的问题。此外，必须澄清教师对改变中介性的态度是如何表现的。目前还不清楚这些态度如何反映在教师的行动中，以及它们与语言、媒体熟悉程度和教学经验之间的关系。在我们的项目中，45个班级的物理课被录像。此后，这些视频进行了分析，以分类给定的任务，能力导向，中介性和认知激活。除了视频分析，问卷调查捕捉教师对媒介的态度。然后将该问卷汇总，并与视频分析结果进行比较。指导访谈还提供了信息，是否需要考虑额外的调节或中介变量。本项目的目的是描述如何使用媒体在物理课上的能力导向和不断变化的媒体的背景下形成。该项目还试图区分教师的态度与此有关。