Preprofessional students' beliefs about learning physics

2000 ◽  
Vol 78 (1) ◽  
pp. 73-78 ◽  
Author(s):  
Jan van Aalst ◽  
Tony Key
Keyword(s):  
High School ◽  
Physical Science ◽  
B Physics ◽  
Life Sciences ◽  
Experienced Teachers ◽  
Response Patterns ◽  
Expert Group ◽  
Context Of Learning ◽  
Beliefs About Learning

We report results obtained with the Maryland Physics Expectations (MPEX) survey in: (a) a course for students who have not previously taken a second course in physics in high school; (b) physics for the life sciences; (c) honors physics; and (d) physics for engineers. Comparing the responses with a group of experienced teachers Redish et al. call the ``expert group'', we find that (i) overall, agreement with experts decreased after the two semesters of instruction, and (ii) there were significant differences between the response patterns for students in the first two courses, compared with the last two. The data suggest that the context of learning, i.e., a program in physical science versus one in the life sciences must be taken into account in research on students' beliefs about learning physics. PACS No.: 01.40Fk

DIDACTIC TOOLS ON THE WEB FOR STUDENTS AND TEACHERS: THE ISHTAR SERVER

2001 ◽  
Vol 12 (04) ◽  
pp. 487-495
Author(s):  
DANIELA LEONE ◽  
FRANCESCO-LUIGI NAVARRIA ◽  
TIZIANO ROVELLI
Keyword(s):  
High School ◽  
Life Sciences ◽  
Physics Department ◽  
The University ◽  
The Web

A didactic project is being developed using multimedia techniques at the Physics Department of the University of Bologna to help both students and teachers. The ISHTAR WWW server comprises several courses on different chapters of physics and a set of tools for helping with the didactical activities. The level of the courses is adapted for students in their last years at high school and in their first years at university, and it is especially designed for students of the life sciences.

scholarly journals Minority Students’ Perspectives on Chemistry in an Alternative High School

2015 ◽  
Author(s):  
Renee Peterson-Beeton
Keyword(s):  
High School ◽  
Native American ◽  
Mexican American ◽  
Physical Science ◽  
Alternative School ◽  
Latino Students ◽  
Minority Group ◽  
School Science ◽  
Contextual Knowledge ◽  
Student Centered

Latinas/os form the largest minority group in the U.S. and they are growing more rapidly than any other ethnic group in this country. However, the number of Latinas/os in chemistry is not proportional to their population; they are noticeably absent from the physical science fields. Little research has explored the circumstances that Latino students encounter in high school chemistry. In this exploratory study, four Mexican American students and one Native American student were interviewed and observed in a physical science class at an alternative school that enrolled predominantly Latino students. Five underlying themes were found: negative perceptions of science, benefits and disadvantages of alternative school science, traditional teaching methods versus student-centered teaching, outreach possibilities, and changes in stereotypes of scientists. A further investigation and more in-depth contextual knowledge is needed in or der to determine more precisely what caused the students to have their opinions on physical science.

Linear and Quadratic Change: A Problem from Japan

2006 ◽  
Vol 100 (3) ◽  
pp. 206-212
Author(s):  
Blake E. Peterson
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Junior High School ◽  
Junior High ◽  
Experienced Teachers ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Mathematics Problems ◽  
Teaching Gap

n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description of similar problem-based lessons can be found in The Teaching Gap (Stigler and Hiebert 1999) and The Open-Ended Approach: A New Proposal for Teaching Mathematics (Becker and Shimada 1997).

Research of the Interaction Problem Between Universities and Employers (Regional Aspect)

2015 ◽  
Vol 3 (6) ◽  
pp. 32-35
Author(s):  
�������� ◽  
Marina Saburova
Keyword(s):  
Higher Education ◽  
High School ◽  
Labor Market ◽  
Educational Services ◽  
Expert Assessment ◽  
Expert Group ◽  
Regional Aspect ◽  
Ulyanovsk Region ◽  
Depth Interviews ◽  
Interaction Problem

This article presents the view of government, business and higher education of the Ulyanovsk region in determining the problems of interaction between the labor market and the market of educational services of high school. The author of the article presents data obtained by means of a fi eld marketing research in the Ulyanovsk region. In-depth interviews of the expert group was the basic method of research. An expert assessment of the present relations between universities and employers as in the country as a whole as in the region was obtained. Besides it, experts vision of prospects of these relations for the next 3-5 years was determined as well as factors and eff ective ways of improving the interaction between universities and business.

scholarly journals A Survey of the High School Course in Physical Science

1958 ◽  
Vol 42 (241) ◽  
pp. 77-84
Author(s):  
Kenneth H. Johnson ◽  
Wilfrid W. Newschwander
Keyword(s):  
High School ◽  
Physical Science
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