Physics Education

Preface
Acknowledgements
Contents
1 Topics of Physics Education and Connections to Other Sciences
1.1 Determinants and Reference Disciplines of Physics Education
1.1.1 The Main Reference Disciplines of Physics Education
1.1.2 Interdisciplinary Approach to Teacher Education
1.2 Physics Education
1.2.1 The Content is Physics
1.2.2 Epistemology and Physics
1.2.3 Educational Psychology of Learning and Teaching
1.3 Instructional Design
1.3.1 General Principles of Instructional Design or General Didactics
1.3.2 Didactics from the Theoretical Perspective of Bildung
1.3.3 Material Theory of Bildung
1.3.4 Formal Theory of Bildung
1.4 Summary
References
2 Professional Competencies for Teaching Physics
2.1 Overview
2.2 Professional Knowledge
2.2.1 Content Knowledge
2.2.2 Pedagogical Content Knowledge
2.2.3 Pedagogical Knowledge
2.3 Motivational Orientation and Self-Efficacy
2.4 Self-Regulation
2.4.1 Experience of Demands
2.4.2 System Conditions
2.5 Self-Regulated Learning and Learning Strategies of Teachers as Learners
2.6 Beliefs and Values
2.6.1 Beliefs
2.6.2 Values
2.6.3 Teaching, Personal Theories and Reflection
References
3 How to Teach a Teacher: Challenges and Opportunities in Physics Teacher Education in Germany and the USA
3.1 Standards for Physics Teacher Education
3.1.1 Standards for Physics Teacher Education in Germany
3.1.2 Standards for Physics Teacher Education in the USA
3.2 Organization and Institutionalization of Teacher Education
3.2.1 How to Become a Physics Teacher in Germany?
3.2.2 How to Become a Physics Teacher in the USA?
3.3 Ongoing Professional Development
3.3.1 Ongoing Professional Development in Germany
3.3.2 Ongoing Professional Development in the USA
3.4 Content of Teacher Education
3.4.1 Content of Teacher Education in Germany
3.4.2 Content of Teacher Education in the USA
3.5 Quality Assurance and Control
3.5.1 Quality Assurance and Control in German Teacher Education
3.5.2 Quality Assurance and Control in US Teacher Education
3.6 Discussion
References
4 Instructional Design
4.1 Design of Lessons
4.2 Social Forms, Methods and Media
4.3 Characteristics of Quality Teaching
4.3.1 Articulation Schemes and Learning Process Orientation
4.3.2 Instructional Design According to Gagné and Briggs
4.3.3 Basis Models According to Oser and Baeriswyl (2001)
4.3.4 The 5E Learning Cycle According to Bybee
4.4 Competences and Twenty-First-Century Skills
4.5 Summary
References
5 Nature of Scientific Knowledge and Nature of Scientific Inquiry in Physics Lessons
5.1 Introduction
5.2 Definitions of Fundamental Terms
5.2.1 What Is Science?
5.2.2 What Is Nature of Scientific Inquiry?
5.2.3 What Is Nature of Scientific Knowledge?
5.2.4 What Is Scientific Literacy?
5.2.5 What Differs Science from Engineering and Technology?
5.3 The Relevance of NOSK and NOSI for Teaching Physics
5.3.1 Legitimation to Teach NOSK and NOSI
5.3.2 Reform-Based Rationale for Teaching NOSK and NOSI
5.4 Inadequate Views About NOSK and NOSI
5.5 Adequate Views About NOSK and NOSI
5.5.1 A Historical Example
5.5.2 Adequate Views About NOSK
5.5.3 Adequate Views About NOSI
5.5.4 Dimensions of Nature of Engineering
5.6 Questioning a Consensus View About NOSK and NOSI and a Critical Understanding of NOSK and NOSI
5.6.1 Questioning the Consensus View About NOSK and NOSI
5.6.2 A Critical Understanding of NOSK and NOSI
5.7 Teaching NOSK and NOSI in Physics and Science Classrooms
5.7.1 Teaching NOSK and NOSI to Achieve Scientific Literacy
5.7.2 General Aspects to Teach NOSK and NOSI
5.7.3 General Approaches to Teach NOSK and NOSI
5.7.4 Classroom and Empirically Based Sample Activities
5.8 Assessing Students’ and Teachers’ Understandings of NOSK and NOSI in Classroom Practice and Research
5.8.1 Assessing NOSK
5.8.2 Assessing NOSI
5.9 Summary
References
6 Instructional Coherence and the Development of Student Competence in Physics
6.1 Introduction
6.2 Student Competence
6.2.1 Defining Student Competence
6.2.2 Delineating Student Competence
6.3 Developing Student Competence
6.4 Instructional Coherence and the Development of Competence
6.5 Designing Coherent Instruction
6.5.1 Coherence of Educational Goals
6.5.2 Coherence of Instructional Activities
6.5.3 Coherence of Instructional Units
6.5.4 Coherence Between Instructional Units
6.6 Summary and Conclusion
References
7 Multiple Representations and Learning Physics
7.1 Multiple Representations—One Term for Different Concepts?
7.2 Theories on Learning with Multiple Representations
7.2.1 The Cognitive Theory of Multimedia Learning (CTML)
7.2.2 The Integrated Model of Text and Picture Comprehension (ITPC)
7.2.3 The DeFT (Design, Functions, Tasks) Framework for Learning with Multiple External Representations
7.3 Types of External Representations and Their Benefits for Learning
7.3.1 Characteristics of Text That Are Beneficial for Learning
7.3.2 Characteristics of Pictorial Representations that Are Beneficial for Learning
7.3.3 The Role of Individual Learner Characteristics for Learning with Multiple Representations
References
8 Physical–Mathematical Modelling and Its Role in Learning Physics
8.1 Introduction
8.2 Mathematical and Physical–Mathematical Modelling
8.2.1 Model 1: Routine to Solve Physics Tasks
8.2.2 Model 2: The Integrated Physical–Mathematical Model
8.2.3 Model 3: Consideration of Activities in the Modelling Process
8.3 Mathematical Tools on Different School and Grade Levels
8.3.1 Basic Mathematical Elements
8.3.2 Advanced Mathematical Elements
8.4 Students’ Strategies and Difficulties in Physical–Mathematical Modelling
8.4.1 Strategies in Solving Tasks with Physical–Mathematical Modelling
8.4.2 Specific Difficulties in Problem Solving
8.5 Teaching Physical–Mathematical Modelling
8.5.1 Understanding Terms and Equations
8.5.2 Developing Physical–Mathematical Tasks
8.5.3 Interdisciplinary Teaching
8.5.4 Explicit Teaching of Modelling
8.6 Conclusions
References
9 Physics Tasks
9.1 Characteristics of Tasks in Physics Lessons
9.1.1 Learning Tasks and Performance Tasks
9.1.2 Tasks and Problems
9.1.3 Structure of a Task
9.1.4 Solution Process of a Physics Task.
9.1.5 Contextual Tasks
9.1.6 Solving Tasks in Groups
9.2 Use of Tasks in Competence-Oriented Teaching
9.2.1 Competence Orientation and Tasks
9.2.2 Change of Task Difficulties
9.2.3 Open-Ended Experimental Tasks
9.2.4 Effects of Combining Tasks
9.2.5 Quality Assurance of Tasks
9.2.6 Teacher’s Role and Responsibility
References
10 Experiments in Physics Teaching
10.1 Experimentation and Learning Goals
10.1.1 Supporting Physics Content Learning
10.1.2 Supporting Experimental Skills
10.2 Designing and Using Experiments in Physics Education
10.2.1 Demonstrations and Lab Experiments
10.2.2 Forms of Engagement with Experimental Activities
10.2.3 Using Digital Tools
10.2.4 Further Design Aspects
10.3 Recommendations for Teaching
10.3.1 Recommendations from the Psychology of Learning
10.3.2 Recommendations from a Pedagogical Perspective
10.3.3 Recommendations from Motivational Psychology
10.3.4 Recommendations from Perceptual Psychology
10.3.5 Mastering Challenges and Providing Help
References
11 Multimedia and Digital Media in Physics Instruction
11.1 Introduction: Multimedia and Digital Media
11.2 Multimedia Learning Theories and Findings
11.2.1 Mayer’s Theory of Multimedia Learning
11.2.2 Schnotz and Bannert’s Integrated Model of Text and Picture Comprehension
11.2.3 Multiple Representations in Physics
11.2.4 Cognitive Load Considerations
11.3 Computers in Physics Instruction
11.3.1 Categories of Computer Programs
11.3.2 The Role of the Teacher
11.4 Application of Multimedia Learning Principles in Physics Lessons
11.4.1 Using Multiple Representations and Modalities
11.4.2 Developing Mental Models
11.4.3 Promoting Cognitive Flexibility
11.4.4 Situated Learning and Anchored Instruction
11.4.5 Structuring and Connecting Knowledge
11.5 Simulations and Guided Discovery Learning
11.5.1 Simulations for Physics Instruction
11.5.2 Guided Discovery Learning with Digital Media
11.6 Learning with Online Resources and Tools
11.6.1 Challenges of Internet Search
11.6.2 Organizing Information and Structuring Knowledge
11.6.3 Activity Design for Internet Search
11.6.4 E-Learning
11.6.5 Physics with Mobile Devices
11.6.6 Augmented Reality in Physics Education
11.7 Conclusions
References
12 Instructional Explanations in Physics Teaching
12.1 Introduction
12.2 What Is Explaining and What Are Instructional Explanations?
12.3 Criticisms of Explaining in Science Teaching
12.4 What Makes Instructional Explanations Successful? Seven Core Ideas of Explaining for Understanding
12.4.1 Core Idea 1: Focus on the Explainee and Adapt to Prior Knowledge and Interests
12.4.2 Core Idea 2: Use Means for Adaptation
12.4.3 Core Idea 3: Highlight Relevancy and Use Prompts
12.4.4 Core Idea 4: Give It a Structure
12.4.5 Core Idea 5: Explain Precisely and Coherently
12.4.6 Core Idea 6: Explain Concepts and Principles
12.4.7 Core Idea 7: An Explanation Should Be Embedded in Teaching
12.5 When Should I as a Teacher Explain and When Should I Avoid It?
12.6 A Guide to Planning Instructional Explanations
12.7 Explanation Videos in Physics Teaching
12.8 Additional Literature
References
13 Language in Physics Instruction
13.1 Human Language and Thinking
13.2 On the Relationship Between Everyday Language and Technical Language in Learning
13.3 Writing of the Lab Report
13.4 Summary
References
14 Students’ Conceptions
14.1 Why Should You as a Physics Teacher Care About Students’ Conceptions?
14.1.1 Where Do Conceptions Come from?
14.1.2 Examples of Students’ Conceptions
14.2 What Is the Nature of Students’ Conceptions?
14.2.1 Theory Theory View
14.2.2 Ontological View
14.2.3 Knowledge in Pieces View
14.3 What to Do in the Classroom
14.3.1 If Your Students’ Conceptions Seem to Be Theory-Like
14.3.2 If Your Students’ Conceptions Seem to Come from Ontological Mismatch
14.3.3 If Your Students’ Conceptions Seem to Be Pieces-Like
14.4 Non-conceptual Factors that Affect Conceptual Change
14.4.1 Views About the Nature of Physics Knowledge and Learning
14.5 Conclusion
References
15 Formative Assessment
15.1 Setting the Scene—A Lens on Physics Classrooms
15.2 Formative Assessment—What Is It?
15.3 Unpacking Formative Assessment—What Are Its Key Components and How to Enact Them?
15.3.1 Collecting Evidence—What Tools Are Appropriate?
15.3.2 Interpreting Student Ideas—What Are Students Thinking?
15.3.3 Making Decisions About the Next Steps in Learning—What Should Be Done Next?
15.3.4 On Which Facets Can Formative Feedback Have an Effect?
15.4 What Are Teachers’ Roles and Students’ Roles in the Process of Formative Assessment?
15.5 Summary
References
16 Methodical Basics of Empirical Research
16.1 Introduction
16.2 The Field of Research
16.3 Theory and Evidence
16.4 Elements of Trustworthiness
16.4.1 Objectivity
16.4.2 Reliability
16.4.3 Correlation
16.4.4 Statistical Significance
16.4.5 Relevance and Effect Size
16.4.6 Validity
16.5 Analysis of Lessons
16.5.1 Design and Samples
16.5.2 Longitudinal Design of Comparative Studies
16.5.3 Intervention and Causality—Experimental and Quasi-experimental Research
16.6 Conclusion
References
17 Qualitative Research on Science Education in Schools
17.1 Introduction
17.2 Step 1: Research Questions and Theoretical Foundation for a Research Project in Didactics
17.2.1 Object of Research
17.2.2 Semantics of Science
17.3 Step 2: Data Collection
17.3.1 Deciding the Sample
17.3.2 Deciding the Method of Data Collection
17.3.3 Deciding Technical Means of Research
17.4 Step 3: Data Analysis
17.4.1 Deciding the Method of Data Analysis
17.4.2 Deciding Technical Support
17.5 Steps 4 and 5: Interpretation of the Results and Quality Criteria
17.5.1 Interpretation of the Results
17.5.2 Quality Criteria
17.6 Conclusion
References