A European Project on Materials Science: The Case of Thermal Conductivity Teaching—Learning Sequence

2010 ◽  
Author(s):  
A. Molohides ◽  
E. Hatzikraniotis ◽  
M. Kallery ◽  
D. Psillos ◽  
Angelos Angelopoulos ◽  
...  
Keyword(s):  
Thermal Conductivity ◽  
Materials Science ◽  
Learning Sequence ◽  
European Project ◽  
Teaching Learning

scholarly journals Teaching and Learning Floating and Sinking: Didactic Transformation in a Density-Based Approach

Fluids ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 158
Author(s):  
Anastasios Zoupidis ◽  
Anna Spyrtou ◽  
Dimitrios Pnevmatikos ◽  
Petros Kariotoglou
Keyword(s):  
Teaching And Learning ◽  
Materials Science ◽  
Iteration Process ◽  
Transformation Process ◽  
Design Development ◽  
Learning Sequence ◽  
Knowledge Transformation ◽  
The Many ◽  
Teaching Learning ◽  
Reference Knowledge

This essay synthesizes more than a decade of research, most of which has been published, on the teaching and learning of floating and sinking (FS) phenomena. The research is comprised of the iterative design, development, implementation and evaluation of a Teaching-Learning sequence (TLS) for the teaching and learning of density within FS phenomena. It was initiated within the frame of the European Community supported “Materials Science” project. Due to the many, different aspects of the project, each publication has focused on a particular part of the study (e.g., effectiveness and the iteration process). The didactic transformation for the teaching of FS phenomena is presented and discussed here. In doing so, it is essential to mention: (a) the students’ ideas as the main cause of the scientific knowledge transformation, (b) the scientific/reference knowledge, and (c) the knowledge to be taught and its limitations. Thus, we intend to describe and justify the didactic transformation process and briefly synthesize the published (from previous papers) and unpublished results to show its effectiveness.

NATURE OF SCIENCE INTERDISCIPLINARY TEACHING AT PRIMARY SCHOOL BASED ON SYMMETRY AND THE SEARCH OF INVARIANTS

2021 ◽  
pp. 207-219
Author(s):  
Simone Brasili ◽  
◽  
Riccardo Piergallini ◽  
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Interdisciplinary Approach ◽  
Control Group ◽  
Learning Sequence ◽  
Learning Path ◽  
Post Test ◽  
And Mathematics ◽  
Teaching Learning ◽  
Fitting In

The project is situated in the field of teaching physics, generally speaking, science education. It aims at studying the interplay between physics and mathematics, introducing an interdisciplinary approach based on the modern concept of symmetry or sameness within change (i.e., invariance). The interdisciplinary methods integrate the process skills common to discovery-based science and problem-based mathematics, typically of Nature of Science (NoS) modelling. We designed a teaching-learning sequence(TLS) and implemented it in an Italian primary school on a sample group (N = 96). Research conforms to pre-and post-test design with a control group. The resulting data were examined through a mixed method. We assess the effectiveness of the TLS by analysing the learning changes in the level of pupils’ knowledge of symmetry. The findings show that the pupils were in the regime of competence for grasping the changed view of symmetry. It also provides ideas that the concepts of symmetry and invariance will allow building the architecture of more extensive scientific knowledge. The study of transformations and invariants facilitates the acquisition of cognitive procedures fitting in many domains, modelling and generalization processes. This research contribution brings important suggestions for designs of successive steps in the learning path on symmetry.

A teaching–learning sequence on a socio-scientific issue: analysis and evaluation of its implementation in the classroom*

2016 ◽  
Vol 38 (11) ◽  
pp. 1727-1746 ◽  
Author(s):  
Ángel Vázquez-Alonso ◽  
Abdiel Aponte ◽  
María-Antonia Manassero-Mas ◽  
Marisa Montesano
Keyword(s):  
Learning Sequence ◽  
Analysis And Evaluation ◽  
Scientific Issue ◽  
Teaching Learning ◽  
Issue Analysis

scholarly journals CONNECTIONS INVOLVING THE USE OF CHEMICAL LANGUAGE AND UNDERSTANDING OF REDUCTION-OXIDATION REACTION

2018 ◽  
Vol 15 (2) ◽  
pp. 61-71
Author(s):  
Solange Locatelli ◽  
Paulo Henrique Soares Gomes ◽  
Agnaldo Arroio
Keyword(s):  
Oxidation Reaction ◽  
Chemical Education ◽  
Predictive Ability ◽  
Electrochemical Reactions ◽  
Learning Sequence ◽  
Relational Understanding ◽  
Teaching Learning ◽  
Chemical Language

Understanding submicroscopic level, which requires in-depth chemistry knowledge, is difficult for students. The sample of the research consisted of 32 students, who performed a teaching-learning sequence of two electrochemical reactions. Eight of them were videotaped and their speech was transcribed and analyzed. The results indicated that students who used more chemical terms improved their understanding of the submicroscopic level. Talking more, in this case, showed no relation to learning directed to an instrumental understanding (focus on how). The use of more chemical terms enabled them to grasp a relational understanding (focus on why) and the predictive ability of new chemical phenomena. Keywords: chemical education, chemical terms, electrochemistry, relational understanding, submicroscopic level.

scholarly journals Quasi-particle Contribution in Thermal Expansion and Thermal Conductivity in Metals

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
O. G. Edema1 ◽  
O. M. Osiele2 ◽  
S. I. Otobo1 ◽  
A. O. Akinbolusere1
Keyword(s):  
Thermal Conductivity ◽  
Thermal Expansion ◽  
Electron Density ◽  
Materials Science ◽  
Landau Theory ◽  
Density Parameter ◽  
Density Region ◽  
Heavy Particles ◽  
Bulk Properties ◽  
Potential Applications

In this paper the modified Landau theory of Fermi Liquids was used to compute the thermal expansion and thermal conductivity of quasi-particles in metals. The result revealed that as temperature increases the thermal expansion of quasi-particles in metals increases in all the metals investigated. It is also observed that as the electron density parameter increases the thermal expansion of quasi-particles increases. This shows that at low density region the thermal expansion of quasi-particles is large.  The result obtained for the thermal conductivity of quasi-particles in metals revealed that for all the metals computed the thermal conductivity of quasi-particles decreases as temperature increases. This seems to suggest that as temperature increases the separation between quasi-particles increases because they are not heavy particles hence, the rate of absorbing heat decreases. The computed thermal expansion and thermal conductivity of quasi-particles are in better agreement with experimental values. This suggests that the introduction of the electron density parameter is promising in predicting the contribution of quasi-particles to the bulk properties of metals. This study revealed the extent to which quasi-particles contribute to the bulk properties of metals, which assisted their potential applications in materials science and engineering development.

Sign in / Sign up

Export Citation Format

Share Document