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260173 VO Context Based Instruction in Physics (2008S)

3.00 ECTS (2.00 SWS), SPL 26 - Physik

Do 6.3.2008 10:30-12:00, Mi 30.4.2008 12:15-15:00, Fr 2.5.2008 12:00-16:30 und 18:00-19:15, Mi 11.6.2008, 12:00-15:00, Do 12.6.2008 11:00-12:30, Fr 13.6.2008, 12:00-16:30 und 18:00-19:15, SR B Theoretische Physik, Währinger Straße 17, 1.Stk., 1090 Wien

Details

max. 30 participants
Language: German

Lecturers

Classes

Currently no class schedule is known.

Information

Aims, contents and method of the course

Scientific literacy includes knowledge of science concepts and principle as well as basic understanding of science processes (i.e. the methods used in science to develop new scientific knowledge) and views of the nature of science. Research has revealed major deficiencies concerning the latter issues. Science instruction usually is predominated by science concepts and principles. Science processes as well as view of the nature of science are at best marginally addressed. It will be illustrated in which way science processes and views of the nature of science are given attention in the program "Physics in Context" (sponsored by the German Ministry of Education and Research - BMBF). It is the aim of this project to support the development of these issues sustainably within the framework of context based instruction. There will be the following three parts providing theoretical frameworks and "best practice" examples developed in the project.
Part 1: Context Based Instruction - in the domain of optics and nano-science. Context based instruction is given attention in many projects around the world. The major idea is to embed the science content into contexts (often everyday contexts) that make sense to the students. Such approaches have proven superior more traditional instructional settings in various empirical studies - regarding science achievement and the development of affective variables like interests and self-concepts. Examples from basic "traditional" optics and from the newly introduced domain of nano-science will illustrate the power of context orientation of science instruction. Students will have many opportunities to deal with the new approaches themselves - in small group work. Issues of science processes and views of the nature of science play a certain role also.
Part 2: Development of science processes and views of the nature of science within context based approaches. The development of science processes and views of the nature of science is now the major focus. An approach to introduced students in the beginning of lower secondary instruction into the micro-world (particle model) serves as example to discuss the role of models in teaching and learning science in a general sense. After that the role of various sensors used in everyday world technical appliances for understanding the "world" are the major focus. Students design own uses of sensors - in order to support their repertoire of self-directed learning. It is a major aim to show that modern technology in the classroom also allows supporting modern techniques of student learning.
Part 3: A new teaching and learning culture within a context oriented science instruction. As argued above (In part 1) it is essential to embed the content to be taught into contexts that make sense to the students. But it is also necessary to design learning environments in such a way that student learning is sustainably supported. Major features of such "constructivist" oriented learning settings and examples to set such ideas into practice are discussed.

Assessment and permitted materials

Minimum requirements and assessment criteria

The idea of an inclusive context based science instruction is provided. This approach on the one hand deliberately supports to embed the content taught into contexts (often everyday contexts) that make sense to the students. On the other hand learning environments oriented at constructivist views of teaching and learning are also seen as a significant context of teaching and learning. The science content within this approach is not restricted to science concepts and principles but includes science processes and views of the nature of science. Finally, modern science and technologies (like nano-science) are given deliberate attention in order to provide students in school with views that are up to date - from the science point of view and the perspective of actual research on teaching and learning.

Examination topics

The lecture is realized in a change by theoretical inputs and independent work.

Reading list

S. Mikelskis-Seifert & T. Rabe (2007). Physik-Methodik. Handbuch für die Sekundarstufe I und II. Cornelsen Verlag Scriptor, Berlin
H. F. Mikelskis. Physik-Didaktik (2006). Praxishandbuch für die Sekundarstufe I und II. Cornelsen Verlag Scriptor, Berlin
Mikelskis-Seifert, S., Duit, R. (2007). Physik im Kontext - Innovative Unterrichtsansätze für den Schulalltag. MNU, 60 (5), 265-274
Mikelskis-Seifert, S., Euler, M. (2007). Nanowelten begreifen - Kreatives Modellieren im Kontext moderner Technologien. MNU, 60 (5), 292-299
Duit, R., Mikelskis, S (2007). Kontextorientiert Unterrichten. Wie man es einbettet, so wird es gelernt. In Unterricht Physik_18_2007_Nr. 98, S. 4-8
Mikelskis-Seifert, S., Gromadecki, U. (2006). Naturwissenschaftliche Arbeitsweisen im Unterricht - Eine Unterrichtskonzeption zur Einführung in die naturwissenschaftlichen Denk- und Arbeitsweisen im Anfangsunterricht Physik. In: Naturwissenschaften im Unterricht Physik, Heft 93, Juni 2006, 17. Jahrgang, S. 31-37
Mikelskis-Seifert, S., Thiele, M. & Wünscher, T. (2005). Modellieren - Schlüsselfähigkeit für physikalische Forschungs- und Lernprozesse. PhyDid - Physik und Didaktik in Schule und Hochschule [Online-Zeitschrift: www.phydid.de], 4(1), 30-46
Mikelskis-Seifert, S., Leisner, A. (2004). Systematisches und bewusstes Lernen über Modelle. In Hössle, C., Höttecke, D., Kircher, E. (Hrsg.): Lehren und Lernen über die Natur der Naturwissenschaften. Schneider Verlag Hohengehren, Baltmannsweiler, 130-147
Mikelskis-Seifert, S., Leisner, A. (2003). Grundlagen schaffen in Modelldenken - Über Teilchenmodelle lernen in einer Projektwoche. In: chimica didactica, Heft 3, Nr. 92, 29. Jahrgang, S. 97-121
Mikelskis-Seifert, S., Leisner, A. (2004). Lernen über Teilchenmodelle: Das Denken in Modellen fördern. Heft "SINUS-Arbeitsweisen". In R. Duit, H. Gropengießer und L. Stäudel (Hrsg.). Naturwissenschaftliches Arbeiten. Unterricht und Material 5-10. (S. 122-128). Seelze-Velber, Ernst Friedrich Verlag GmbH.

Association in the course directory

LA-Ph131,LA-Ph232

Last modified: Fr 31.08.2018 08:55