Carl Angell
Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations
Angell, Carl; Kind, Per Morten; Henriksen, Ellen Karoline
Authors
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 |
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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.
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