Physics Education for Students: An Interdisciplinary Approach E-Book
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- Herausgeber: Bentham Science Publishers
- Kategorie: Bildung
- Sprache: Englisch
- Veröffentlichungsjahr: 2021
Physics Education for Students: An Interdisciplinary Approach is a compilation of reviews that highlight new approaches and trends in teaching and learning specific topics on physics to high school and university students. The reviews cover different areas of physics education (laboratory activities, mathematics, philosophy and history) and the ways that learning outcomes can be improved. These distinguished areas can generate complexities and difficulties for students in learning some concepts since the same topics are often presented while following approaches that do not highlight the existing correlations among the involved disciplines. The reviewers discuss an integrated framework for readers with the objective to promote the inclusion of specific laboratory activities and mathematics contents for physics courses addressed to university students, with evidence of the importance of combining a historical and philosophical approach as well. Specific topics in this book include the benefits of active learning in physics education, dialogic best practices in science education, research-based proposals on optical spectroscopy in secondary schools, didactic principles and e-learning in physics and expansive framing in physics laboratories.
Physics Education for Students: An Interdisciplinary Approach, with its selection of expert reviews is an interesting read for academics and researchers involved in STEM education, at the school or college level.
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PREFACE
REFERENCES
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Expansive Framing Produces More Vivid Introductory Physics Labs
Danny J. Doucette1,*,Chandralekha Singh1Abstract
Expansive framing, which positions students as participants in larger conversations that span time, place, people and disciplines, can be a valuable approach for designing curricula and learning experiences, to help students learn physics through an interdisciplinary approach. This chapter reports on the efforts to use expansive framing as a guiding principle while transforming and revitalizing an introductory physics laboratory class. This chapter, describes student experiences with two central elements of the lab course that are strongly influenced by the concept of expansive framing and related to interdisciplinary learning. First, we sought to incorporate and emphasize experiences related to the students’ real-world and professional experiences, such as connections between biology and physics, that will be interesting for the health-science majors who take the lab. Second, we sought to promote discussions between students and their graduate student instructors about the epistemology of experimental physics, which we refer to as the nature of science, which is an important interdisciplinary goal for the lab class. We explore the need, design, and implementation of these two elements of the lab course by analyzing student interviews and coursework. Consequently, we propose that using expansive framing for the design of student learning should be considered a best practice for implementing introductory college physics laboratory courses when seeking to adopt an interdisciplinary approach to student learning.
INTRODUCTION
What does it mean to learn something? One answer involves the concept of transfer, or the ability to take the knowledge learned in one context and applying it in a different context [1]. Based on the goal of improving transfer, expansive framing is an approach to curriculum and learning activity design that focuses on the need to situate learning and learning contexts within the broader scope of learners’ settings, roles, disciplines, and experiences [2].
To understand expansive framing, it may be useful to start off with its antithesis, bounded framing. Learning activities that employ bounded framing presume that the concepts students learn are relevant only for limited contexts. These limited contexts might include specific places, times, and participants. For example, physics learners might perceive that Newton’s laws of motion apply to physics problems, but are not relevant in the physical world, in their other classes, or in their future studies or career. Such a perception might develop if student learning concentrates on solving problems set in artificial contexts, regardless of the instructor’s intentions or their own perspective that the laws of physics are general and broadly applicable. Bounded framing may also limit the intellectual role played by students, situating them at the periphery of the learning process [3, 4].
By contrast, expansive framing promotes students’ understanding of concepts by connecting different contexts, developing links between settings and roles to create intercontextuality [5]. Intercontextuality empowers learners to make connections and transfer knowledge between different learning contexts (including time, location, and participants), roles, and topics. Intercontextuality supports transfer by helping learners connect learning context to the transfer context by way of the encompassing context. In this view, if student learning is supported with expansive framing then students may begin to make connections between the content, the learning context, and the encompassing context. Later on, when students are asked to transfer their understandings, the intercontextuality makes it easier for them to connect ideas from the learning context and encompassing context with the transfer context [2].
In an experiment with high school biology students, Engle, Nguyen, and Mendelson found that students who were tutored with an expansive framing demonstrated substantially better transfer of their learning to a new context [5]. In this experiment, students were provided with tutoring about the cardiovascular system on day one, and then asked to transfer their understanding to the respiratory system on the other day. Students received the same tutoring, but different kinds of framing. Students in the control group experienced tutoring that was framed in a typical way, while students in the experimental condition experienced tutoring with expansive framing that focused on context, topic, and roles. When interacting with students in the experimental condition, the tutors provided an expansive framing to the context of tutoring by describing the experiment as a multi-day study (rather than two separate days), located at the university (rather than contained in the specific room), and conducted with a team (rather than with just one tutor). The tutors also described the topic of the study as “body systems” (rather than the cardiovascular and respiratory systems separately) and they emphasized that the participants were authors responsible for their own ideas (rather than recipients of ideas from others). These modest changes to the framing of the learning scenario produced dramatically improved transfer from students [5
