A Three-Dimensional Approach and Open Source Structure for the Design and Experimentation of Teaching-Learning Sequences: The Case of Friction
Saved in:
| Title: | A Three-Dimensional Approach and Open Source Structure for the Design and Experimentation of Teaching-Learning Sequences: The Case of Friction |
|---|---|
| Language: | English |
| Authors: | Besson, Ugo, Borghi, Lidia, De Ambrosis, Anna |
| Source: | International Journal of Science Education. Jul 2010 32(10):1289-1313. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 25 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 11 Grade 9 Higher Education Secondary Education |
| Descriptors: | Scientific Research, Criticism, Motivation, Teaching Methods, Models, Secondary Schools, Secondary School Students, College Students, Scientific Concepts, Teacher Education, Physics, Student Teachers, Grade 11, Grade 9 |
| DOI: | 10.1080/09500690903023350 |
| ISSN: | 0950-0693 |
| Abstract: | We have developed a teaching-learning sequence (TLS) on friction based on a preliminary study involving three dimensions: an analysis of didactic research on the topic, an overview of usual approaches, and a critical analysis of the subject, considered also in its historical development. We found that mostly the usual presentations do not take into account the complexity of friction as it emerges from scientific research, may reinforce some inaccurate students' conceptions, and favour a limited vision of friction phenomena. The TLS we propose begins by considering a wide range of friction phenomena to favour an initial motivation and a broader view of the topic and then develops a path of interrelated observations, experiments, and theoretical aspects. It proposes the use of structural models, involving visual representations and stimulating intuition, aimed at helping students build mental models of friction mechanisms. To facilitate the reproducibility in school contexts, the sequence is designed as an "open source structure," with a "core" of contents, conceptual correlations and methodological choices, and a "cloud" of elements that can be re-designed by teachers. The sequence has been tested in teacher education and in upper secondary school, and has shown positive results in overcoming student difficulties and stimulating richer reasoning based on the structural models we suggested. The proposed path has modified the teachers' view of the topic, producing a motivation to change their traditional presentations. The open structure of the sequence has facilitated its implementation by teachers in school in coherence with the rationale of the proposal. (Contains 1 table, 9 figures, and 1 note.) |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2010 |
| Accession Number: | EJ886569 |
| Database: | ERIC |
| Abstract: | We have developed a teaching-learning sequence (TLS) on friction based on a preliminary study involving three dimensions: an analysis of didactic research on the topic, an overview of usual approaches, and a critical analysis of the subject, considered also in its historical development. We found that mostly the usual presentations do not take into account the complexity of friction as it emerges from scientific research, may reinforce some inaccurate students' conceptions, and favour a limited vision of friction phenomena. The TLS we propose begins by considering a wide range of friction phenomena to favour an initial motivation and a broader view of the topic and then develops a path of interrelated observations, experiments, and theoretical aspects. It proposes the use of structural models, involving visual representations and stimulating intuition, aimed at helping students build mental models of friction mechanisms. To facilitate the reproducibility in school contexts, the sequence is designed as an "open source structure," with a "core" of contents, conceptual correlations and methodological choices, and a "cloud" of elements that can be re-designed by teachers. The sequence has been tested in teacher education and in upper secondary school, and has shown positive results in overcoming student difficulties and stimulating richer reasoning based on the structural models we suggested. The proposed path has modified the teachers' view of the topic, producing a motivation to change their traditional presentations. The open structure of the sequence has facilitated its implementation by teachers in school in coherence with the rationale of the proposal. (Contains 1 table, 9 figures, and 1 note.) |
|---|---|
| ISSN: | 0950-0693 |
| DOI: | 10.1080/09500690903023350 |
