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• W247548553 abstract "A teaching sequence in astrophysics for future science teachers that incorporates both explicit discussions of the nature of scientific models and the role of these models in explanations has been developed and tested. The goal was to promote meaningful learning in Physics. The lectures were combined with lab and project work. During the lectures the students formed groups in the classroom, thus enhancing discussions. A semi-structured role-play was used to report on the project. The students impersonated different experts, with different perspective of the phenomenon. The students expanded on the descriptions of the roles in their own way in their group work, thus adding theoretical perspectives of the phenomenon at hand – stellar birth, life and death. The teaching was well received by the students and we found that it elicited meaningful learning. Introduction A central feature of physics teachers’ competence is the ability to illuminate and explain the objects of teaching. Hence, student teachers need to develop their view on the relationship between scientific theories and the real world, i.e. the epistemology of their subject matter. The teacher education at Kristianstad makes this possible since the 4.5 year education mixes subject matter and professional development. A teaching sequence that incorporates both explicit discussions of the nature of scientific models and the role of these models on scientific explanations has been developed. The goal for such teaching is to elicit meaningful learning in Physics, e.g. Viennot (2001). Meaningful learning is interpreted as reaching an understanding of the physics models based on an ability to distinguish between the world of models and the real world, and an awareness of limitations and usefulness of models for different phenomena. It is crucial that students are given the opportunity to discuss and work with different models for one specific phenomenon. This will make it possible for the student to separate the world of models from the real world and it makes it clear that there are several different scientific models for a given phenomenon, not one correct model that gives the right answer. The teaching sequence is based on a social-constructivist perspective on learning, i.e. that learning occurs within individuals, but has a strong connection to social context and content. To achieve meaningful learning of new theories in Physics, i.e. that students can combine and use both the learnt theoretical perspective and previous experiences in new situations. This requires a substantial effort by the students. Thus, the students need to be interested and motivated. The motivation of students is paramount and it can be increased if the teaching takes the knowledge of the students as a starting point. David Ausubel (1968) states in his book. ”If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly” (s VI). A prerequisite for the teaching of physics is that the teacher realizes the importance of theoretical models in Physics, and their role in the inter-play between Physics and the real world (Coll, France & Taylor, 2005; Crawford & Cullin, 2004; Justi, & van Driel, 2005). We believe that a teaching sequence that incorporates both explicit discussions of the nature of models and their role in explanations of phenomena can be very successful. The goal of such teaching is to provide opportunity for meaningful learning of physical phenomena (Viennot, 2001; Viennot, 2003). Hence, meaningful learning is taken to mean the ability to distinguish between the world of models and the real world, the recognition of the limitations of models, and the coexistence of several theoretical models for a given phenomenon. Different models are used in different circumstances. It is crucial that students are given the opportunity to work with several different models for a given phenomenon. This will make it possible for students to discern that there is more than one model to use, and that this is acceptable within Physics. There is neither one correct model, nor one correct answer. It will also make it easier for the student to recognize that the world of models and the real world are separated (Giere, 1997)." @default.
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• W247548553 date "2006-01-01" @default.
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• W247548553 title "Project based astrophysics with role playing" @default.
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