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Abstract Title: Respecting fluidity of student ideas: student-centered and enjoyable lessons about radioactivity
Abstract: Interviews with high school students in a city in Europe suggest that student naïve ideas about radioactivity can shift fluidly from one context to another. We encourage instructors to consider this context-sensitivity when helping students learn about radioactivity. An example of instruction that has such consideration built into it is Yamamoto's "The Radiation Around Us", an instructional unit in Hypothesis–Experiment Class (HEC), the educational approach proposed by Itakura. HEC expects that individual students may simultaneously have multiple ways of thinking about a given situation, and several measures are put in place to support students in drawing on these various views. We will discuss how "the Radiation Around Us" respects and encourages simultaneous ideas from students (and hence fluidity of student reasoning). We will also present data from high school students suggesting that the intention of the curriculum to foster fluidity in student reasoning actually has an effect on students.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.M6

Author/Organizer Information

Primary Contact: Michael M Hull
University of Vienna, Austrian Educational Competence Centre, Division of Physics
Wien, Non U.S. 1090
Phone: 06766507118
and Co-Presenter(s)
Saiki Kitagawa, Haruki Abe
Graduate School of Human and Environmental Studies, Kyoto University, Yoshidanihonmatsucho, Sakyo Ward, Kyoto, Japan/606-8501

Hiroshi Yokotani
Kyoto International University Academy, 1-1 Kusauchiichinotsubo, Kyotanabe, Kyoto, Japan/610-0311

Haruhiko Funahashi
Institute for Liberal Arts and Sciences, Kyoto University, Yoshidanihonmatsucho, Sakyo Ward, Kyoto, Japan/606-8501