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EI:
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Physics Education Research Around the World II
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Location:
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HC 3028 |
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Date:
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Tuesday, Aug.02 |
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Time:
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1:15PM - 2:15PM
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Presider:
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Genaro Zavala,
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Co-Presiders(s):
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None
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Equipment:
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N/A
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EI01:
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High School Students Formalize the Quantum Concepts
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Location:
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HC 3028 |
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Date:
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Tuesday, Aug.02 |
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Time:
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1:15PM - 1:45PM
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Author:
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Alberto Stefanel, University of Udine
++39 432 5582 28, alberto.stefanel@uniud.it
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Co-Author(s):
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Marisa Michelini, Lorenzo Santi
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Abstract:
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Almost a century after its formulation, whether and how to teach quantum mechanics in high schools is still open. Focusing on the construction of theoretical thinking, we built an educational proposal following a Dirac approach. The polarized light phenomenology is the context for the foundation of the superposition principle and its main consequences. Extensive literature shows that the main learning knots are just these basic concepts and the probabilistic interpretation of its formal representation. Several studies have been conducted on students' learning processes during research-based experimentations in 14 classes with 340 high school students. A case study, carried out by means of tutorials, audio-recordings, tests, and data acquisition, aimed at analyzing students' approach to the formalism. We individuated three ways to consider formalism: physical, when it acquired meaning through a link to physical processes; geometrical, when a geometrical lecture is given; and conceptual/descriptive, when it is translated in words/sentences.
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Footnotes:
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I'm a member of AAPT
My sponsor is: Dr. Genaro Zavala Enríquez
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EI02:
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Physics Education Research in Canada
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Location:
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HC 3028 |
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Date:
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Tuesday, Aug.02 |
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Time:
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1:45PM - 2:15PM
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Author:
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Tetyana Antimirova, Ryerson University
1 (416) 979 5000 x 7416, antimiro@ryerson.ca
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Co-Author(s):
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None
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Abstract:
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One may ask why there are only a few Physics Education Research groups in Canada, unlike in the U.S., Europe, Australia, or Latin America, where PER has blossomed. The main reason is the virtual absence of PER funding at the national and provincial levels. As a result, graduate programs in PER cannot be established. Another problem that hinders the development of PER in Canada is a deep disconnect between the Physics Departments and Faculties of Education. Almost all PER initiatives in Canada today happen despite the lack of sustainable PER funding. These efforts are initiated by the individuals, small groups, and some universities, resulting in a patchwork of short-term PER research projects. I will provide a few case studies of recent successful PER-related initiatives in Canada. Despite the difficulties we face, PER movement in Canada is building slowly from the ground up. However, the long-term future of PER in Canada remains uncertain.
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Footnotes:
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None
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