Skip to main content

Research Repository

Advanced Search

Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations

Angell, Carl; Kind, Per Morten; Henriksen, Ellen Karoline

Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations Thumbnail


Authors

Carl Angell

Per Morten Kind

Ellen Karoline Henriksen



Abstract

This paper reports on the implementation of an upper secondary physics curriculum with an empirical-mathematical modelling approach. In project PHYS 21, we used the notion of multiple representations of physical phenomena as a framework for developing modelling activities for students. Interviews with project teachers indicate that implementation of empirical-mathematical modelling varied widely among classes. The new curriculum ideas were adapted to teachers’ ways of doing and reflecting on teaching and learning rather than radically changing these. Modelling was taken up as a method for reaching the traditional content goals of physics teaching, whereas goals related to process skills and the nature of science were given a lower priority by the teachers. Our results indicate that more attention needs to be focused on teachers’ and students’ meta-understanding of physics and physics learning.

Citation

Angell, C., Kind, P. M., & Henriksen, E. K. (2008). Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations. NorDiNa, 4(2), 113-122. https://doi.org/10.5617/nordina.284

Journal Article Type Article
Publication Date 2008
Deposit Date Oct 16, 2020
Publicly Available Date Oct 16, 2020
Journal NorDiNa
Print ISSN 1504-4556
Publisher Naturfagsenteret
Peer Reviewed Peer Reviewed
Volume 4
Issue 2
Pages 113-122
DOI https://doi.org/10.5617/nordina.284
Public URL https://durham-repository.worktribe.com/output/1259943

Files

Published Journal Article (151 Kb)
PDF

Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
This article was published under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.





You might also like



Downloadable Citations