General Relativity in Upper Secondary School: Design and Evaluation of an Online Learning Environment Using the Model of Educational Reconstruction

Autor/inn/en	Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl
Titel	General Relativity in Upper Secondary School: Design and Evaluation of an Online Learning Environment Using the Model of Educational Reconstruction
Quelle	In: Physical Review Physics Education Research, 14 (2018) 1, S.010130-1 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Teaching Methods; Cooperative Learning; Secondary School Science; Secondary School Students; Educational Technology; Technology Uses in Education; Web Based Instruction; Computer Uses in Education; Foreign Countries; Focus Groups; Scientific Concepts; Educational Research; Design; Textbooks; Student Attitudes; Program Design; Program Implementation; Interviews; Norway + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Sekundarschüler; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Web Based Training; Computernutzung; Ausland; Bildungsforschung; Pädagogische Forschung; Textbook; Text book; Schulbuch; Lehrbuch; Schülerverhalten; Programme design; Programmaufbau; Programmplanung; Interviewing; Interviewtechnik; Norwegen
Abstract	Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01