A Comparison of Short and Long Einsteinian Physics Intervention Programmes in Middle School

Autor/inn/en	Choudhary, Rahul; Foppoli, Alexander; Kaur, Tejinder; Blair, David; Burman, Ron; Zadnik, Marjan
Titel	A Comparison of Short and Long Einsteinian Physics Intervention Programmes in Middle School
Quelle	In: Research in Science Education, 52 (2022) 1, S.305-324 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choudhary, Rahul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-020-09944-8
Schlagwörter	Comparative Analysis; Program Length; Physics; Intervention; Middle School Students; Science Education + Suchen Sie Ihr Suchwort? Physik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung
Abstract	The need to modernise school physics to encompass the fundamentals of Einsteinian physics is widely recognised. While the ability of students to comprehend qualitative Einsteinian concepts has been demonstrated, little information exists to determine the best student age and the duration of instruction required for introducing Einsteinian physics concepts. Here, we compare 1-day excursion-based interventions with longer 10- and 20-lesson interventions spread over 3 and 10 weeks, respectively. The programmes covered similar materials with quantitative evaluations for students in year 7 and 9 (13-15 years old). While short-duration interventions are shown to be adequate for introducing core concepts, the longer-duration interventions led to significantly improved uptake of derived concepts. Differences in uptake according to academic talent and gender were observed, particularly for derived concepts. The students tested had generally positive attitudes to science, which changed little during the interventions. The results provide valuable information for introducing Einsteinian physics at schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01