Physics appreciation versus physics knowledge

1998 ◽  
Vol 36 (6) ◽  
pp. 379-379
Author(s):  
John L. Roeder
Keyword(s):  
Physics Knowledge

The Inclusion of Multidisciplinary Research in Science Teaching

2014 ◽  
pp. 99-120
Author(s):  
Eugene de Silva ◽  
Eugenie de Silva ◽  
Jeffrey Horner ◽  
Pamela Knox
Keyword(s):  
Science Teaching ◽  
Educational Process ◽  
Fourth Dimension ◽  
Research Projects ◽  
Multidisciplinary Research ◽  
Technological Tools ◽  
Physics Knowledge ◽  
Independent Thinking

The educational process is described as a method whereby knowledge, skills, beliefs, values, and methods are transferred from one person to another. This chapter describes a series of research projects carried out from 1998 to 2013 that attempted to establish an effective process conducive to the transfer of chemistry and physics knowledge. The powerful combination of research and online studies with the latest technological tools are also discussed in this chapter. The chapter also provides the START model that signifies how different contexts may actually influence core learning. This further emphasizes the importance of the inclusion of research in teaching and how it provides a fourth dimension to teaching. This work also elaborates the importance of the multidisciplinary research-based teaching and how it promotes independent thinking and flexibility among learners.

Interactive knowledge networks for interdisciplinary course navigation within Moodle

2012 ◽  
Vol 36 (4) ◽  
pp. 284-297 ◽  
Author(s):  
Andre Scherl ◽  
Kathrin Dethleffsen ◽  
Michael Meyer
Keyword(s):  
Medical Curriculum ◽  
Concept Map ◽  
Learning Objects ◽  
Interdisciplinary Learning ◽  
Face To Face ◽  
Physics Courses ◽  
Self Assessments ◽  
Direct Guidance ◽  
Interdisciplinary Course ◽  
Physics Knowledge

Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach.

scholarly journals Learning physics as a whole – On supporting students making sense of their studies

2012 ◽  
Vol 3 (2) ◽  
pp. 163-174
Author(s):  
Åke Ingerman ◽  
Shirley Booth ◽  
Cedric Linder
Keyword(s):  
Empirical Investigation ◽  
Sense Making ◽  
Main Subject ◽  
Science And Engineering ◽  
Degree Programme ◽  
Making Sense ◽  
Knowledge Object ◽  
University Degree ◽  
Physics Knowledge ◽  
Support Students

How do students in a university degree programme make sense of their situation, and how can we as teachers support them in seeing their learning as a whole in relation to their main subject physics? This question is discussed first in relation to an empirical investigation of students’ ways of making sense of their study situation, and secondly draws on experience from two attempts to address issues emerging from that investigation. Based on the results we identify issues that potentially need addressing in many science and engineering programmes that are organised around a set of courses given by subject specialists and where students’ choices of courses are limited. These issues primarily concern the authority for learning, the development of a “physics knowledge object” as a programme goal, and the risk that students ended up only focussing on features of the courses’ organisation to give meaning to their studies. Finally, we discuss ways to support students’ sense making, as a process of learning for the “college of teachers” in such programmes.

Sign in / Sign up

Export Citation Format

Share Document