"Slow Science": Building Scientific Concepts in Physics in High School

Autor/inn/en	Bigozzi, Lucia; Tarchi, Christian; Falsini, Paola; Fiorentini, Carlo
Titel	"Slow Science": Building Scientific Concepts in Physics in High School
Quelle	In: International Journal of Science Education, 36 (2014) 13, S.2221-2242 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.919425
Schlagwörter	Science Instruction; Secondary School Science; High Schools; Physics; Teaching Methods; Knowledge Level; Course Content; Scientific Concepts; Questionnaires; Multiple Choice Tests; Foreign Countries; Progressive Education; Comparative Analysis; Statistical Analysis; Italy + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; Oberschule; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Kursprogramm; Fragebogen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Reformpädagogik; Progressive Erziehung; Statistische Analyse; Italien
Abstract	In this study, a progressive-learning approach to physics, based on knowledge-building pedagogy, was compared to a content-centered approach in which explanations, experiments, and discussions are centered on the transmission of knowledge. Forty-six students attending the first year of high school participated in this study over a whole school year. Students' knowledge and mastery of physics concepts were assessed through questionnaires containing both open-ended and multiple-choice questions. Overall, the "progressive-learning" group outperformed the content-centered group. Results are discussed in relation to the theoretical background and the experimental teacher's diary of classroom activities. The main conclusion achieved by this study is that the teaching of physics should be slow, cyclic, and developmentally appropriate for the context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10