Classical Mechanics Key Topics in Physics Teacher Education: Results of an Exploratory Mind Map Study
Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disci.
- Pub. date: July 15, 2023
- Pages: 1247-1255
- 275 Downloads
- 310 Views
- 2 Citations
Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disciplinary cultures might exist when thinking about how to best support pre-service teachers' professional development. In this article, we report the results of an exploratory mind map study to investigate which classical mechanics topics are regarded essential for physics teacher education according to N = 29 experts from different physics disciplines. The participants’ mind maps were analyzed using a category system and frequency analysis was applied. The results hint at similarities and differences in terms of key topics to be addressed in physics teacher education on classical mechanics according to experts from different physics disciplines, e.g., in terms of the depth of mathematics considered relevant for physics teacher education.
Keywords: Classical mechanics, exploratory study, mind-map, teacher education.
References
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Education Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157
Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Fostering students’ retention in photosynthesis using concept mapping and cooperative mastery learning instructional strategies. European Journal of Educational Research, 11(1), 103-116. https://doi.org/10.12973/eu-jer.11.1.107
Buzan, T., & Abbott, S. (2017). Das mind-map buch [The mind-map book]. Mvgverlag.
Callahan, P., Cannon, B., Chesick, E., Mackin, J., Mandel, S., & Wenning, C. (2009). The role, education, qualifications, and professional development of secondary school physics teachers. The American Association of Physics Teachers. https://tinyurl.com/3zpvcea7
Cannon, B. T., Ewald, G., Ezrailson, C., Nelson, J., Rice, R., Schmidt, J. Secrest, R., & Winborne, A. (2002). Guidelines for high school physics programs. The American Association of Physics Teachers. https://tinyurl.com/45hbw87v
Carson, R., & Rowlands, S. (2005). Mechanics as the logical point of entry for the enculturation into scientific thinking. Science & Education, 14, 473–493. https://doi.org/10.1007/s11191-004-1791-9
Champagne, A. B., Klopfer, L. E., & Anderson, J. H. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics, 48(12), 1074-1079. https://doi.org/10.1119/1.12290
Crowe, M., & Sheppard, L. (2012). Mind mapping research methods. Quality & Quantity, 46, 1493-1504. https://doi.org/10.1007/s11135-011-9463-8
de Winter, J., & Airey, J. (2022). Pre-service physics teachers’ developing views on the role of mathematics in the teaching and learning of physics. Physics Education, 57, Article 065007. https://doi.org/10.1088/1361-6552/ac8138
Friege, G., & Lind, G. (2004). Leistungsmessung im leistungskurs [Performance measurement in advanced courses]. Der Mathematische und Naturwissenschaftliche Unterricht – MNU, 57, 259-265.
Galili, I. (1995). Mechanics background influences students’ conceptions in electromagnetism. International Journal of Science Education, 17(3), 371-387. https://doi.org/10.1080/0950069950170308
Galili, I., & Goren, E. (2022). Summary lecture as a delay organizer of cultural content knowledge. Science & Education. Advance online publication. https://doi.org/10.1007/s11191-022-00348-w
Giesel, K., & Strunk, C. (2022). The elite graduate programme. FAU. https://www.physics-advanced.de/
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-158. https://doi.org/10.1119/1.2343497
Kinchin, I. M., Möllits, A., & Reiska, P. (2019). Uncovering types of knowledge in concept maps. Education Sciences, 9(2), Article 131. https://doi.org/10.3390/educsci9020131
Krijtenburg-Lewerissa, K., Pol, H. J., Brinkman, A., & van Joolingen, W. R. (2019). Key topics for quantum mechanics at secondary schools: A Delphi study into expert opinions. International Journal of Science Education, 41(3), 349-366. https://doi.org/10.1080/09500693.2018.1550273
McKagan, S. B., Perkins, K. K., & Wieman, C. E. (2010). Design and validation of the quantum mechanics conceptual survey. Physical Review Special Topics – Physics Education Research, 6(2), Article 020121. https://doi.org/10.1103/PhysRevSTPER.6.020121
Shulman, L. (1987). Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Tseitlin, M., & Galili, I. (2005). Physics teaching in the search for its self. Science & Education, 14, 235-261. https://doi.org/10.1007/s11191-004-7943-0
Winkler, B., Bitzenbauer, P., & Meyn, J.-P. (2021). Quantum physics ≠ quantum physics. A survey of researchers' associations. Physics Education, 56(6), Article 065031. https://doi.org/10.1088/1361-6552/ac28df