Universität Wien
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267009 SE Representations in the physics classroom (2023W)

4.00 ECTS (2.00 SWS), SPL 26 - Physik
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 16 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

SR 5, Porzellangasse 4, 3. Stock

  • Thursday 02.11. 09:00 - 12:00 Ort in u:find Details
  • Thursday 02.11. 12:30 - 15:30 Ort in u:find Details
  • Saturday 18.11. 09:00 - 12:00 Ort in u:find Details
  • Saturday 18.11. 12:30 - 15:30 Ort in u:find Details
  • Wednesday 03.01. 09:00 - 12:00 Ort in u:find Details
  • Wednesday 03.01. 12:30 - 15:30 Ort in u:find Details

Information

Aims, contents and method of the course

Course objectives:
- To learn about different learning theories that address the use of semiotic representations in physics learning.
- To design an active learning activity focused on learning a physical concept using semiotic representations.
- To implement and evaluate the learning activity in a real classroom setting.

Course contents:
- Learning theories about representational use in physics education.
- Capstone project: Designing an active learning activity for teaching a physical concept using semiotic representations.
- Evaluation of learning activities (qualitative or quantitatively)

Course method: Research-based learning

Assessment and permitted materials

The evaluation of the course will comprise:

Individual:
- Coursework: Identification of learning theories on semiotic representations for physics education.

In teams:
- Capstone project, part 1: Progress report on literature review and problem identification
- Capstone project, part 2: Progress report on learning activity design
- Capstone project, part 3: Progress report on implementation and evaluation of the learning activity.
- Capstone project, final report: Final oral presentation and written report (literature review, problem identification, learning activity design, implementation and evaluation, analysis of the results and key takeaways).

Minimum requirements and assessment criteria

Each student must submit all the evaluation materials to receive a positive assessment.

Grading strategy:
Coursework: 10%
Capstone project, part 1: 20%
Capstone project, part 2: 20%
Capstone project, part 3: 30%
Capstone project, final report: 20%

Grading scale:
Very good (1): >90%
Good (2): >80%
Satisfactory (3): >70%
Sufficient (4): >60%
Insufficient (5): <60%

Examination topics

Coursework: students need to learn about semiotic representations and the learning theories that link the use of representations with learning physical concepts,
Capstone project, part 1: Progress report on literature review and problem identification
Capstone project, part 2: Progress report on learning activity design
Capstone project, part 3: Progress report on implementation and evaluation of the learning activity.
Capstone project, final report: Final oral presentation and written report (literature review, problem identification, learning activity design, implementation and evaluation, analysis of the results and key takeaways).

Reading list

Reading suggestions:

Svensson, K., & Campos, E. (2022). Comparison of two semiotic perspectives: How do students use representations in physics?. Physical Review Physics Education Research, 18(2), 020120.

R. Duval, A cognitive analysis of problems of comprehension in a learning of mathematics, Educ. Studies Math. 61, 103 (2006).

K. Svensson and U. Eriksson, Concept of a transductive link, Phys. Rev. Phys. Educ. Res. 16, 026101 (2020).

K. Svensson, J. Lundqvist, E. Campos, and U. Eriksson, Active and passive transductions—definitions and implications for learning, Eur. J. Phys. 43, 025705 (2022).

P. B. Kohl and N. D. Finkelstein, Patterns of multiple representation use by experts and novices during physics problem solving, Phys. Rev. ST Phys. Educ. Res. 4, 010111 (2008).

M. D. Cock, Representation use and strategy choice in physics problem solving, Phys. Rev. ST Phys. Educ. Res. 8, 020117 (2012).

K. Svensson, U. Eriksson, and A.-M. Pendrill, Programming and its affordances for physics education: A social semiotic and variation theory approach to learning physics, Phys. Rev. Phys. Educ. Res. 16, 010127 (2020).

J. Airey and C. Linder, A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes, J. Res. Sci. Teach. 46, 27 (2009).

V. Prain and R. Tytler, Learning through constructing representations in science: A framework of representational construction affordances, Int. J. Sci. Educ. 34, 2751 (2012).

Association in the course directory

UF MA PHYS 02a, UF MA PHYS 02b

Last modified: Mo 30.10.2023 16:28