Physics Education PDF
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Challenges in Physics Education Hans Ernst Fischer Raimund Girwidz Editors Physics Education Challenges in Physics Education SeriesEditor MarisaMichelini,DipartimentodiFisica,UniversityofUdine,Udine,Italy This book series covers the many facets of physics teaching and learning at all educationallevelsandinalllearningenvironments.Therespectivevolumesaddress a wide range of topics, including (but not limited to) innovative approaches and pedagogicalstrategiesforphysicseducation;thedevelopmentofeffectivemethods tointegratemultimediaintophysicseducationorteaching/learning;innovativelab experiments; and the use of web-based interactive activities. Both research and experiencedpracticewillfeatureprominentlythroughout. The series is published in cooperation with GIREP, the International Research Group on Physics Teaching, and will include selected papers from internationally renowned experts, as well as monographs. Book proposals from other sources are entirelywelcome. Challenges in Physics Education addresses professionals, teachers, researchers, instructors and curriculum developers alike, with the aim of improving physics teachingandlearning,andtherebytheoverallstandingofphysicsinsociety. BookproposalsforthisseriesmybesubmittedtothePublishingEditor:Marina Forlizzi;email:[email protected] Moreinformationaboutthisseriesathttps://link.springer.com/bookseries/16575 · Hans Ernst Fischer Raimund Girwidz Editors Physics Education Editors HansErnstFischer RaimundGirwidz UniversitätDuisburg-Essen Ludwig-Maximilian-Universität Essen,Germany München,Germany ISSN2662-8422 ISSN2662-8430 (electronic) ChallengesinPhysicsEducation ISBN978-3-030-87390-5 ISBN978-3-030-87391-2 (eBook) https://doi.org/10.1007/978-3-030-87391-2 ©SpringerNatureSwitzerlandAG2021 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartofthe materialisconcerned,specificallytherightsofreprinting,reuseofillustrations,recitation,broadcasting, reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformationstorageand retrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodologynowknown orhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Theideasforpublishing PhysicsEducation developedfromnumerousdiscussionswith colleaguesinourscienceeducation community. WithNormanG.Lederman,Idiscussedmany aspectsofscienceeducationwhenwemetat conferences.Hecontributed manyideasto thisbookuntilhepassedawayinearly2021. Wetriedtoimplementtheseideasinourown contributions. Normgreatlyencouragedme tomaketheEuropeanviewofphysics educationinternationally visible,atleastto someextent,aspossiblewithinthelimitations ofsuchabook. Ihavealwaysbeendeeplyimpressedbyhis theoreticallysoundbut practice-oriented approach,whichisalsoevidentinhis contribution inChap.5entitled“Natureof ScientificKnowledge”. WemissNormverymuch.Wethinkthathis contributions andgreatideasforscience educationhavealwaysmovedusforward!We dedicatethisbooktoNorm. HansE.Fischer Preface This book on physics education built on its German edition1 is addressed to researchers, teacher educators and teachers in pre-service and in-service training. The chapter authors are experts in physics education who represent the subject in researchandteachingintheiruniversities.Eachchapterdealswitharespectivetopic byintegratingcurrentresearchandexamplesfrompractice.Thechaptershavebeen peer-reviewed by colleagues from different disciplines as the content of the chap- ters covers different aspects of learning psychology, pedagogy or subject-specific education. Physicseducationdealswiththequestionsofwhat,whyandhowphysicsshould betaughtandlearnedinlessonsandthereforeshouldalwaysberegardedasavery complex and interconnected social field of activity. This is especially true for the naturalsciencesastheyplayanincreasinglyimportantroleinourmodernsocietiesin termsofcontentandmethodology.Ourinteractionwithnaturecanonlybepurposeful if we investigate nature empirically and if we understand the methods with which theinvestigationiscarriedout.Scienceeducationalreadystartsinkindergartenand continues for all students at school; it is not limited to those who later become biologists,chemistsorphysicists. Since citizens can only respect and appreciate what they know about science, at least to some extent, if they can assess its connections with the development of their respective society. Science teachers therefore have to fulfil responsible and demandingtasksofteachingscience.Professionalteachereducationthereforealso hastobeorientedtowardsthesedemands.Teachingandlearningstrategiesalsohave to be adapted to the target groups and the fields of education. We have chosen to focusonphysicsteachingratherthanaddressingteachingscienceingeneral,asthe content of the lessons naturally plays a central role in teaching physics. Content- relatedresearch,teachereducationandthedesignofbiologyandchemistrylessons shouldthereforebepresentedinothervolumes.Manyproblemsoflearningtheories andteachingmethods,themotivationofteachersandstudentsand,lastbutnotleast, 1Kircher, E., Girwidz, R., & Fischer, H. E. (Eds.) (2020) Physikdidaktik—Grundlagen, Berlin: SpringerSpektrum. vii viii Preface the relevance of the subjects to society must be discussed and described for each subjectarea. We start with the general aspects of physics and physics education to relate historical, learning-theoretical and general pedagogical basics to the subject and theprofessionalismofphysicsteachers.Itbecomesclearthatteachersbearagreat responsibility,whichcanbecomparedtothatofmedicalprofessionalsorlawyers. Theprofessionalismofteachersthereforerefersnotonlytosubjectmatterexpertise but also to psychological and educational expertise and even the maintenance of their own physical and mental health. Accordingly, we describe the conditions for teacher education, methodological principles for structuring lessons as well as the content-relatedandstructuralbasicsofphysicsteaching.Inorderforfuturephysics teacherstobeabletoclassifynewresearchresultsonteachingandlearningphysics, wedescribethebasicsofempiricalresearchattheendofthisbook. Thetheoreticalapproachesandresearchfindingspresentedalsocharacterisethe basics for future research in physics education. However, they only make sense if theyareintegratedintoteachertraining,thepracticeofteachingandlearningphysics under the given social and school conditions. This book alone cannot achieve the connectionoftheoryandresearchtoteachingpractice,butitcanbesupportive.We, as teacher educators, should make even more effort to link empirical research and teachingpractice.Ourdisciplineofteachereducationisstillratheryoung.However, we are not always effective in communicating our research findings more widely and in using them to improve teaching and learning in schools via teacher educa- tion. Therefore, it is important that this topic has a fixed place in our professional conferenceprogrammes. Professionalknowledgeofteachersisusuallydefinedaspedagogicalknowledge, contentknowledgeandpedagogicalexpertise.Inthisbook,professionalcompetence isusedasanoverarchingtermforextendingtheprofessionalknowledgeofphysics teacherstootherareasofteachers’professionalism,suchastheirprofessionalbeliefs ingeneral,theirbeliefsaboutthesubjectmatterorcontentinparticular,aswellas theirvaluesandattitudestowardstheirprofessionasteachers. Wehopewecanofferyouatleastsomenewinsightsorpointsofdiscussionto improveteachingandlearningofphysics. Essen,Germany HansErnstFischer München,Germany RaimundGirwidz Acknowledgements This book Physics Education would not have been possible without the enormous commitment, enthusiasm and competency of the colleagues whose contributions havealloweditspublication.Thereishoweveralotofmoreworkthatneedstobe doneinadditiontowritingthechapters.ThetechnicaleditingofChaps.1,2,4,8– 15and17wasdonebyChi-YanTsui(Auckland,NewZealand).Weappreciatehis extremelythoroughandconscientiousworkthatwasmorethanjustimprovingthe English and checking the references. Chi-Yan’s work also included improving the comprehensibility of the text, the argumentation and the logical flow of thoughts. ManythankstoChi-Yan! HansErnstFischer RaimundGirwidz ix Contents 1 TopicsofPhysicsEducationandConnectionstoOtherSciences ... 1 HansE.Fischer,RaimundGirwidz,andDavidF.Treagust 2 ProfessionalCompetenciesforTeachingPhysics .................. 25 HansE.FischerandAlexanderKauertz 3 How to Teach a Teacher: Challenges and Opportunities inPhysicsTeacherEducationinGermanyandtheUSA ........... 55 BenVanDusen,ChristophVogelsang,JosephTaylor,andEvaCauet 4 InstructionalDesign ........................................... 83 HeikoKrabbeandHansE.Fischer 5 Nature of Scientific Knowledge and Nature of Scientific InquiryinPhysicsLessons ..................................... 113 BurkhardPriemerandNormanG.Lederman 6 InstructionalCoherenceandtheDevelopmentofStudent CompetenceinPhysics ......................................... 151 KnutNeumannandJeffreyNordine 7 MultipleRepresentationsandLearningPhysics .................. 175 MariaOpfermann,AnnettSchmeck,andHansE.Fischer 8 Physical–MathematicalModellingandItsRoleinLearning Physics ....................................................... 201 GeschePospiechandHansE.Fischer 9 PhysicsTasks ................................................. 231 HansE.FischerandAlexanderKauertz 10 ExperimentsinPhysicsTeaching ............................... 269 RaimundGirwidz,HeikeTheyßen,andRalfWidenhorn 11 MultimediaandDigitalMediainPhysicsInstruction ............. 297 RaimundGirwidzandAntjeKohnle xi
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