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- W2254428964 abstract "The first observations of the world done by children are related with motion of objects. Most of the perceptual aspects are activated during primary school and were subject of studies concerning the psychological perception of motion (Johansson 1975, 1985; Bruce, Goldstein 1989). For this reason, it is important to face the physic interpretation of motions already during primary (Michelini 2005; Goldberg et al. 2010; Castells et al. 2010; Ross, Otero 2010; Brussolo, Michelini 2010). Many learning problems on this subject, as the identification and interpretation of the role of the reference frame, the distinction between trajectory and space-time and velocity-time graph (Sokoloff et al. 1997, 2007; Beichner 1994), the vector nature of quantity as velocity and displacement (McDermott & Redish, 1999), are related to the use of a standard reductionist approach that start with the study of the particular case of the one dimensional uniform motion (Hammer 1989). The construction of a global vision of the physical quantities that describe the motion requires a non-reductionist approach (Karplus, 1977). It provides the opportunity to introduce the vector nature of the kinematic quantities since from the earlier analysis of motions. In fact, even pupils are able to reconstruct step by step the motions through the representation of the displacements done in equal time intervals. In particular, the contexts opened by this approach allow to study the relative motion, composition and decomposition of motion, which often are not enough stressed in the traditional one dimensional approach (Saltiel, Malgrande 1979; Viennot 1996; Castesl et al. 2010). This open a challenge in primary teachers’ formation, usually with poor scientific preparation and competencies in active learning strategies. In this prospective, a specific IBL learning path for primary was designed founding kinematic of motion and relative motion in a non-reductionist framework To allow primary teachers to introduce effectively this approach into their classrooms, a teaching formation course was designed in the prospective of PCK (Pedagogical Content Knowledge) (Schulman, 1987; Magnusson et al. 1999; Abd-El-Khalick 2006). Our research work was done in the framework of PCK, to investigate the research questions presented below." @default.
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- W2254428964 date "2011-01-01" @default.
- W2254428964 modified "2023-09-23" @default.
- W2254428964 title "Community of prospective primary teachers facing the relative motion and PCK analysis" @default.
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