| 1. |
- Fredlund, Tobias, et al.
(författare)
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Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics
- 2015
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
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Tidskriftsartikel (refereegranskat)abstract
- In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.References:Bowden J and Marton F 1998 The University of Learning: Beyond Quality and Competence in Higher Education (London: Kogan Page)Chen Z and Gladding G 2014 How to make a good animation: a grounded cognition model of how visual representation design affects the construction of abstract physics knowledge Phys. Rev. ST— Phys. Educ. Res. 10 010111Coppens P, De Cock M and Kautz C 2012 Student understanding of filters in analog electronics lab courses Proc. 40th Ann. Proc. SEFI Conf. (Thessaloniki, Greece)Cummings K 2011 A developmental history of physics education research The Second Committee Meeting on the Status, Contributions, and Future Directions of Discipline-Based Education Research (http://sites.nationalacademies.org/xpedio/groups/dbassesite/documents/webpage/ dbasse_072580.pdf)Domert D, Linder C and Ingerman Å 2005 Probability as a conceptual hurdle to understanding one- dimensional quantum scattering and tunnelling Eur. J. Phys. 26 47–59Driver R and Erickson G 1983 Theories-in-action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science Stud. Sci. Educ. 10 37–60Fraser J M, Timan A L, Miller K, Dowd J E, Tucker L and Mazur E 2014 Teaching and physics education research: bridging the gap Rep. Prog. Phys. 77 1–17Fredlund, T, Airey, J and Linder, C (2012) Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. Eur. J. Phys. 33, 657–66Fredlund, T, Airey, J and Linder, C (2015) Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations. Eur. J. Phys. 36, 055001Hammer D 2000 Student resources for learning introductory physics Phys. Educ. Res., Am. J. Phys. Suppl. 68 52–9Helm H and Novak J D (ed) 1983 Proc. Int. Seminar on Misconceptions in Science and Mathematics (Ithaca, NY: Department of Education, Cornell University)Heron P R L and Hazelton R 2013 Interpreting students’ errors: examples from electrostatics Proc. ESERA 2013 (Nicosia, Cyprus) pp 82–9Ingerman Å, Berge M and Booth S 2009a Physics group work in a phenomenographic perspective— learning dynamics as the experience of variation and relevance Eur. J. Eng. Educ. 34 349–58Ingerman Å, Linder C and Marshall D 2009b The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions Instr. Sci. 37 273–92Khan Academy 2014 Electric potential at a point in space (www.khanacademy.org/test-prep/mcat/ physical-processes/electrostatics-1/v/electric-potential-at-a-point-in-space)Knight R D 2002 Five Easy Lessons: Strategies for Successful Physics Teaching (San Fransisco: Addison-Wesley)Marton F 2015 Necessary Conditions of Learning (New York: Routledge)Marton F and Booth S 1997 Learning and Awareness (Mahwah: Lawrence Erlbaum Associates)Marton F and Pang M F 2006 On some necessary conditions of learning J. Learn. Sci. 15 193–220Marton F and Tsui A B M 2004 Classroom Discourse and the Space of Learning (Mahwah: Lawrence Erlbaum Associates)McDermott L C 1991 Millikan lecture 1990: what we teach and what is learned–closing the gap Am. J. Phys. 59 301–15McDermott L C and Redish E F 1999 Resource letter PER-1: physics education research Am. J. Phys. 67 755–67McDermott L C and Shaffer P S 2002 Tutorials in Introductory Physics 1st edn (Upper Saddle River, NJ: Prentice-Hall)Nordling C and Österman J 2006 Physics Handbook: for Science and Engineering (Lund: Studentlitteratur)Planinic M 2006 Assessment of difficulties of some conceptual areas from electricity and magnetism using the conceptual survey of electricity and magnetism Am. J. Phys. 74 1143–8Prather E E, Rudolph A L, Brissenden G and Schlingman W M 2009 A national study assessing the teaching and learning of introductory astronomy: I. The effect of interactive instruction Am. J. Phys. 77 320–30Reif F 2008 Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains (Cambridge: MIT Press)Reif F and Larkin J H 1991 Cognition in scientific and everyday domains: comparison and learning implications J. Res. Sci. Teach. 28 733–60Roth W-M and McGinn M K 1998 Inscriptions: toward a theory of representing as social practice Rev. Educ. Res. 68 35–59Sayre E C and Heckler A F 2009 Peaks and decays of student knowledge in an introductory E&M course Phys. Rev. ST—Phys. Educ. Res. 5 013101Tao P-K and Gunstone R F 1999 The process of conceptual change in force and motion during computer-supported physics instruction J. Res. Sci. Teach. 36 859–82Tuminaro J and Redish E F 2007 Elements of a cognitive model of physics problem solving: epistemic games Phys. Rev. ST—Phys. Educ. Res. 3 020201Viennot L 2001 Reasoning in Physics: the Part of Common Sense (Dordrecht: Kluwer Publishers) Young H D and Freedman R A 2004 University Physics with Modern Physics (San Francisco: Pearson)
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| 2. |
- Rocha, Luis E C, 1981-, et al.
(författare)
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Simulated epidemics in an empirical spatiotemporal network of 50,185 sexual contacts
- 2011
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Ingår i: PloS Computational Biology. - : Public Library of Science (PLoS). - 1553-734X .- 1553-7358. ; 7:3, s. e1001109-
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Tidskriftsartikel (refereegranskat)abstract
- Sexual contact patterns, both in their temporal and network structure, can influence the spread of sexually transmitted infections (STI). Most previous literature has focused on effects of network topology; few studies have addressed the role of temporal structure. We simulate disease spread using SI and SIR models on an empirical temporal network of sexual contacts in high-end prostitution. We compare these results with several other approaches, including randomization of the data, classic mean-field approaches, and static network simulations. We observe that epidemic dynamics in this contact structure have well-defined, rather high epidemic thresholds. Temporal effects create a broad distribution of outbreak sizes, even if the per-contact transmission probability is taken to its hypothetical maximum of 100%. In general, we conclude that the temporal correlations of our network accelerate outbreaks, especially in the early phase of the epidemics, while the network topology (apart from the contact-rate distribution) slows them down. We find that the temporal correlations of sexual contacts can significantly change simulated outbreaks in a large empirical sexual network. Thus, temporal structures are needed alongside network topology to fully understand the spread of STIs. On a side note, our simulations further suggest that the specific type of commercial sex we investigate is not a reservoir of major importance for HIV.
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| 3. |
- Enghag, Margareta, 1952-, et al.
(författare)
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Student evaluations of themselves as disciplinary practitioners
- 2009
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Ingår i: Paper presented at the GIREP-EPEC (International Research Group on Physics Teaching) Conference, University of Leicester, Great Britain, 17-21 August.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Gregorcic, Bor, 1988-, et al.
(författare)
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Conceptual Blending as an Interpretive Lens for Student Engagement with Technology : Exploring Celestial Motion on an Interactive Whiteboard
- 2021
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 51:2, s. 235-275
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Tidskriftsartikel (refereegranskat)abstract
- We present and analyze video data of upper secondary school students’ engagement with a computer-supported collaborative learning environment that enables them to explore astronomical phenomena (Keplerian motion). The students’ activities have an immersive and exploratory character, as students engage in open-ended inquiry and interact physically with the virtual environment displayed on an interactive whiteboard. The interplay of students’ playful exploration through physical engagement with the simulation environment, their attention to physics concepts and laws, and knowledge about the real planets orbiting the Sun presents an analytical challenge for the researcher and instructor encountering such complex learning environments. We argue that the framework of conceptual blending is particularly apt for dealing with the learning environment at hand, because it allows us to take into account the many diverse mental inputs that seem to shape the student activities described in the paper. We show how conceptual blending can be brought together with theoretical ideas concerned with embodied cognition and epistemology of physics, in order to provide researchers and instructors with a powerful lens for looking critically at immersive technology-supported learning environments.
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| 5. |
- Rocha, Luis E C, 1981-
(författare)
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Exploring patterns of empirical networks
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- We are constantly struggling to understand how nature works, trying to identify recurrent events and looking for analogies and relations between objects or individuals. Knowing patterns of behavior is powerful and fundamental for survival of any species. In this thesis, datasets of diverse systems related to transportation, economics, sexual and social contacts, are characterized by using the formalisms of time series and network theory. Part of the results consists on the collection and analyzes of original network data, the rest focuses on the simulation of dynamical processes on these networks and to study how they are affected by the particular structures. The majority of the thesis is about temporal networks, i.e. networks whose structure changes in time. The new temporal dimension reveals structural dynamical properties that help to understand the feedback mechanisms responsible to make the network structure to adapt and to understand the emergence and inhibition of diverse phenomena in dynamic systems, as epidemics in sexual and contact networks.
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| 6. |
- Mårtensson-Pendrill, Ann-Marie, 1952
(författare)
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The Manhattan Project - a part of physics history
- 2006
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Ingår i: Physics Education. - 0031-9120. ; 41:6, s. 493-501
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Tidskriftsartikel (refereegranskat)abstract
- Current physics textbooks tend to exclude military applications, but it is explained here how a study of the Manhattan project—the devastatingly successful attempt to develop an atomic bomb—can show students how the lives and work of physicists are shaped by events in society. Much of the original source material is available in books and on the internet (and referenced here), which allows students to discover the views of the scientists for themselves.
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| 7. |
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| 8. |
- Kersting, Magdalena, et al.
(författare)
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What is the role of the body in science education? A conversation between traditions
- 2023
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Ingår i: Science & Education. - : Springer. - 0926-7220 .- 1573-1901.
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Tidskriftsartikel (refereegranskat)abstract
- Bodily engagement with the material and sociocultural world is ubiquitous in doing and learning science. However, science education researchers have often tended to emphasize the disembodied and nonmaterial aspects of science learning, thereby overlooking the crucial role of the body in meaning-making processes. While in recent years we have seen a turn towards embracing embodied perspectives, there persist considerable theoretical and methodological differences within research on embodiment in science education that hamper productive discourse. What is needed is a careful examination of how different traditions and disciplines, among them philosophy, social semiotics, and cognitive science, bear on embodiment in science education research. This paper aims to explore and articulate the differences and convergences of embodied perspectives in science education research in the form of a dialogue between three fictitious personas that stand for the cognitive, social-interactionist, and phenomenological research traditions. By bringing these traditions into dialogue, we aim to better position the role of the body in the science education research landscape. In doing so, we take essential steps towards unifying terminology across different research traditions and further exploring the implications of embodiment for science education research.
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| 9. |
- Vitalis Pemunta, Ngambouk, 1973, et al.
(författare)
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Modern State Law: Regulating Tradition or Protecting the Environment in the Mankon Kingdom of Northwest Cameroon?
- 2019
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Ingår i: Endemic Species. Eusebio Cano Carmona (red.). - London, United Kingdom : Intechopen. - 9781839623547
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Bokkapitel (refereegranskat)abstract
- Most African countries including Cameroon find themselves in a situation of legal pluralism and at crossroads with implications for the sustainable management of natural resources. Traditional institutions and knowledge systems have been hailed as invaluable mechanisms for the conservation of flora and fauna. This chapter examines the conflict between traditional institutions and State law in the hierarchically stratified Mankon Kingdom of the Grassfield region of Northwest Cameroon where the latter prohibits the harvesting of culturally valuable plant and animal species for myriad ritual ceremonies and for therapeutic purposes. It demonstrates that the lack of cultural sensitivity can be antithetical to conservation initiatives. In other words, there is the need to align current legislative regulations for the management of natural species with the traditional use of territory, gender roles as well as to raise the cultural and educational level of the population through sensitization on the need to conserve the natural environment on which their culture depends for its survival.
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| 10. |
- Airey, John
(författare)
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När undervisningsspråket blir engelska
- 2006
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Ingår i: Språkvård. - 0038-8440. ; :4, s. 20-25
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Engelska blir vanligare och vanligare som undervisningsspråk i högre utbildning. Vad händer med ämnesinlärningen när undervisningsspråket blir engelska? John Airey har undersökt svenska fysikstudenter. Det behövs många goda råd för att undervisningen ska fungera.
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