PERC 2020 Abstract Detail Page
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| Abstract Title: | Respecting fluidity of student ideas: student-centered and enjoyable lessons about radioactivity |
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| 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 |
| Co-Author(s) 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 |
