Relativity, Quantum Physics and Philosophy in the Upper Secondary Curriculum: Challenges, Opportunities and Proposed Approaches

Autor/inn/en	Henriksen, Ellen K.; Bungum, Berit; Angell, Carl; Tellefsen, Catherine W.; Frågåt, Thomas; Bøe, Maria Vetleseter
Titel	Relativity, Quantum Physics and Philosophy in the Upper Secondary Curriculum: Challenges, Opportunities and Proposed Approaches
Quelle	In: Physics Education, 49 (2014) 6, S.678-684 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
DOI	10.1088/0031-9120/49/6/678
Schlagwörter	Quantum Mechanics; Physics; Secondary School Science; Secondary School Curriculum; Scientific Concepts; Scientific Principles; Scientific Methodology; Learning Modules; Relevance (Education); Scientific Literacy; Science Course Improvement Projects; Simulation; Animation; Foreign Countries; Instructional Innovation; Norway + Suchen Sie Ihr Suchwort? Quantenmechanik; Physik; Learning module; Lernmodul; Relevance; Relevanz; Simulation program; Simulationsprogramm; Ausland; Educational Innovation; Bildungsinnovation; Norwegen
Abstract	In this article, we discuss how quantum physics and relativity can be taught in upper secondary school, in ways that promote conceptual understanding and philosophical reflections. We present the ReleQuant project, in which web-based teaching modules have been developed. The modules address competence aims in the Norwegian national curriculum for physics (final year of upper secondary education), which is unique in that it includes general relativity, entangled photons and the epistemological consequences of modern physics. These topics, with their high demands on students' understanding of abstract and counter-intuitive concepts and principles, are challenging for teachers to teach and for students to learn. However, they also provide opportunities to present modern physics in innovative ways that students may find motivating and relevant both in terms of modern technological applications and in terms of contributions to students' intellectual development. Beginning with these challenges and opportunities, we briefly present previous research and theoretical perspectives with relevance to student learning and motivation in modern physics. Based on this, we outline the ReleQuant teaching approach, where students use written and oral language and a collaborative exploration of animations and simulations as part of their learning process. Finally, we present some of the first experiences from classroom tests of the quantum physics modules. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10