scholarly journals Physical Science Teacher Skills in a Conceptual Explanation

2020 ◽  
Vol 10 (1) ◽  
pp. 23
Author(s):  
David Geelan
Keyword(s):  
Science Teachers ◽  
Physical Science ◽  
Constructivist Approach ◽  
Physical Sciences ◽  
Philosophical Inquiry ◽  
Teacher Skills ◽  
History Of ◽  
Research Findings ◽  
History Of Concepts ◽  
Conceptual Explanation

There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student’s understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada.

scholarly journals Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context

2020 ◽  
Vol 10 (2) ◽  
pp. 116
Author(s):  
Cedric Bheki Mpungose
Keyword(s):  
South African ◽  
Science Teachers ◽  
Physical Science ◽  
Further Education ◽  
Policy Statement ◽  
Physical Sciences ◽  
Spider Web ◽  
Assessment Policy ◽  
Science Concepts ◽  
Conceptual Study

Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.

scholarly journals Education-oriented Physics-Chemistry for Universities

1985 ◽  
Vol 4 (3) ◽  
pp. 98-103
Author(s):  
B. Spoelstra
Keyword(s):  
Science Teachers ◽  
Physical Science ◽  
University Education ◽  
Contributing Factors ◽  
Physical Sciences ◽  
Black Schools ◽  
New Developments ◽  
Descriptive Approach ◽  
The University ◽  
Severe Shortage

The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap”) was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A less formal-mathematical and more descriptive approach is followed, and as wide a field as possible is covered which includes new developments in the physical sciences. We believe that this new course will enhance the training of well-prepared teachers of Physical Science for secondary schools, where a severe shortage prevails. Special reference is made here to the situation in Black schools.

scholarly journals Analysing the problems of science teachers that they encounter while teaching physics education

2015 ◽  
Vol 10 (4) ◽  
pp. 296
Author(s):  
Cihat Demir
Keyword(s):  
Science Teachers ◽  
Physics Education ◽  
Physical Science ◽  
Descriptive Study ◽  
Structured Interview ◽  
Study Group ◽  
Daily Lives ◽  
Physics Teachers ◽  
Research Findings ◽  
Teaching Physics

Even though physical science is very important in our daily lives, it is insufficiently understood by students. In order for students to get a better physical education, the teachers who have given physics lesson should first eliminated the problems that they face during the teaching process. The aim of this survey is to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakır and Batman over the period of 2014 - 2015. This research is a descriptive study carried out by content analysis. In this study, semi-structured interview have been used along with qualitative research methods. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education. Keywords: science teacher, physics education. 

Riccardo Saccenti, Debating Medieval Natural Law: A Survey. Notre Dame, IN: University of Notre Dame Press, 2016, XIII, pp. 155.

Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 318-320
Author(s):  
Scott L. Taylor
Keyword(s):  
Twentieth Century ◽  
Natural Law ◽  
Natural Rights ◽  
Legal Positivism ◽  
Great Chain Of Being ◽  
History Of ◽  
History Of Concepts ◽  
Hans Kelsen ◽  
University Of Notre Dame ◽  
Conceptual Shift

Saccenti’s volume belongs to the category of Begriffsgeschichte, the history of concepts, and more particularly to the debate over the existence or nonexistence of a conceptual shift in ius naturale to encompass a subjective notion of natural rights. The author argues that this issue became particularly relevant in mid-twentieth century, first, because of the desire to delimit the totalitarian implications of legal positivism chez Hans Kelsen; second, in response to Lovejoy’s The Great Chain of Being and its progeny; and third, as a result of a revival of neo-Thomistic and neo-scholastic perspectives sometimes labelled “une nouvelle chrétienté.”

scholarly journals Invited viewpoint: teaching programming to students in physical sciences and engineering

2021 ◽  
Author(s):  
Lloyd Cawthorne
Keyword(s):  
Physical Science ◽  
Computer Programming ◽  
Physical Sciences ◽  
Engineering Degree ◽  
Second Year ◽  
The University ◽  
University Of Manchester ◽  
Programming Courses

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.

Temporal comparisons, historical semantics of interaction and ‘post-war consensus’ in British Parliament: Studying time references in a deliberative environment

2021 ◽  
pp. 0961463X2110212
Author(s):  
Kirill Postoutenko ◽  
Olga Sabelfeld
Keyword(s):  
House Of Commons ◽  
Temporal Semantics ◽  
Sociopolitical Environment ◽  
Social Time ◽  
Semantics And Pragmatics ◽  
Historical Semantics ◽  
History Of ◽  
History Of Concepts ◽  
The Government ◽  
Post War

This article aims to demonstrate that the transition from the mainstream narrative to the interactional history of concepts promises tangible benefits for scholars of social time in general and temporal comparisons in particular. It is shown that the traditionally close alignment of narration with the production of historical consciousness at various levels hinders the study of time as a semantic variable perpetually contested, amended and upheld across society. Alternatively, the references to time made in public settings, allowing for more or less instant reactions (turn-taking) as well as expression of dissenting opinions (stance-taking), offer a much more representative palette of temporal semantics and pragmatics in a given sociopolitical environment. In a particularly intriguing case, the essentially deliberative venue where contestation is supported by both institutional arrangements and political reasons (British House of Commons) is put to test under circumstances commonly known as ‘the post-war consensus’ – the unspoken convention directing opposing political parties to suspend stance-taking regarding the past actions of the government during WWII, its immediate aftermath and its future prospects. As a reliable indicator of this arrangement, the contestation of temporal comparisons between relevant pasts and futures is tested in oppositions reflecting party allegiances (Conservatives vs. Labour vs. Liberals) and executive functions (government vs. opposition) between 1946 and 1952. It is shown that, notwithstanding the prevalence of non-contested statements aimed at preserving interactional coherence and pragmatic functionality of the setting, the moderately active contestation of the adversary’s temporal comparisons in the House of Commons at that time helped all parties, albeit to a different degree, to shape their own political and institutional roles as well as to delegitimize their respective adversaries.

Clustered Iconography: A Resurrected Method for Representing Multidimensional Data

2020 ◽  
pp. 004912412091494
Author(s):  
Olav Muurlink ◽  
Anthony M. Gould ◽  
Jean-Etienne Joullié
Keyword(s):  
Twentieth Century ◽  
Open Source ◽  
Multidimensional Data ◽  
Statistical Techniques ◽  
Graphical Representations ◽  
Graphical Methods ◽  
History Of ◽  
Research Findings

Development of graphical methods for representing data has not kept up with progress in statistical techniques. This article presents a brief history of graphical representations of research findings and makes the case for a revival of methods developed in the early and mid-twentieth century, notably ISOTYPE and Chernoff’s faces. It resurrects and improves a procedure, clustered iconography, which enables the presentation of multidimensional data through which readers engage more effectively with the presentation’s central message by way of an easier understanding of relationships between variables. The proposed technique is especially well adapted to the needs and protocols of open-source research.

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