Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations
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 wi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2012-12-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/284 |
| _version_ | 1818446815258738688 |
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| author | Carl Angell Per Morten Kind Ellen Karoline Henriksen |
| author_facet | Carl Angell Per Morten Kind Ellen Karoline Henriksen |
| author_sort | Carl Angell |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-14T19:53:43Z |
| format | Article |
| id | doaj.art-561f7a3b950f4ec79a5d4218704b8e93 |
| institution | Directory Open Access Journal |
| issn | 1504-4556 1894-1257 |
| language | Danish |
| last_indexed | 2024-12-14T19:53:43Z |
| publishDate | 2012-12-01 |
| publisher | University of Oslo |
| record_format | Article |
| series | Nordina: Nordic Studies in Science Education |
| spelling | doaj.art-561f7a3b950f4ec79a5d4218704b8e932022-12-21T22:49:21ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572012-12-014210.5617/nordina.284Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerationsCarl Angell0Per Morten Kind1Ellen Karoline Henriksen2Department of Physics, University of OsloSchool of Education, Durham UniversityDepartment of Physics, University of OsloThis 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.https://journals.uio.no/nordina/article/view/284 |
| spellingShingle | Carl Angell Per Morten Kind Ellen Karoline Henriksen Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations Nordina: Nordic Studies in Science Education |
| title | Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations |
| title_full | Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations |
| title_fullStr | Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations |
| title_full_unstemmed | Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations |
| title_short | Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations |
| title_sort | implementation of empirical mathematical modelling in upper secondary physics teachers interpretations and considerations |
| url | https://journals.uio.no/nordina/article/view/284 |
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