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Using Models at the Mesoscopic Scale in Teaching Physics: Two Experimental Interventions in Solid Friction and Fluid Statics

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Title: Using Models at the Mesoscopic Scale in Teaching Physics: Two Experimental Interventions in Solid Friction and Fluid Statics
Language: English
Authors: Besson, Ugo, Viennot, Laurence
Source: International Journal of Science Education. Jul 2004 26(9):1083-1110.
Availability: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Peer Reviewed: Y
Page Count: 28
Publication Date: 2004
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Secondary Education
Descriptors: Control Groups, Physics, Teaching Models, Science Education, Classroom Communication, Discourse Analysis, Questionnaires, Comparative Analysis, Student Attitudes, Teacher Attitudes
ISSN: 0950-0693
Abstract: This article examines the didactic suitability of introducing models at an intermediate (i.e. mesoscopic) scale in teaching certain subjects, at an early stage. The design and evaluation of two short sequences based on this rationale will be outlined: one bears on propulsion by solid friction, the other on fluid statics in the presence of gravity. Both concern students in the first university year and were designed with common conceptions of students on these topics as a guide. The common points and the differences of the two sequences are discussed, and particularly the characteristics of the mesoscopic approach. The evaluation is made by analysing the recordings of class discussions and comparing the results of control groups via written questionnaires. Teachers' reactions have also been documented. These elements show that the proposed mesoscopic models encourage a more articulated reasoning on the physical situation, helping students to reconcile a global description with the analysis of local interactions.
Abstractor: Author
Number of References: 39
Entry Date: 2005
Access URL: https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=MPDF86UUT4R9REFM
Accession Number: EJ682152
Database: ERIC
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  Data: This article examines the didactic suitability of introducing models at an intermediate (i.e. mesoscopic) scale in teaching certain subjects, at an early stage. The design and evaluation of two short sequences based on this rationale will be outlined: one bears on propulsion by solid friction, the other on fluid statics in the presence of gravity. Both concern students in the first university year and were designed with common conceptions of students on these topics as a guide. The common points and the differences of the two sequences are discussed, and particularly the characteristics of the mesoscopic approach. The evaluation is made by analysing the recordings of class discussions and comparing the results of control groups via written questionnaires. Teachers' reactions have also been documented. These elements show that the proposed mesoscopic models encourage a more articulated reasoning on the physical situation, helping students to reconcile a global description with the analysis of local interactions.
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      – SubjectFull: Physics
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      – SubjectFull: Teaching Models
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