Teaching middle school physics in Observer-dependence approach: Pedagogical and curricular aspects

Ben Stein, Hana Stein, Igal Galili

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations

Abstract

Physics curriculum of middle school and high school is based on the classic perspective of the 19th century and avoids dealing with the concept of observer (frame of reference). This by far holds regarding the curriculum of middle school, as even though it includes numerous observer-dependent concepts (location, trajectory, displacement, velocity, force, energy, work), it entirely excludes observer and observer dependent description of reality, and they are not taught as such. This tradition apparently draws on the assumption that students are incapable of learning observer dependent concepts because that requires an account with multiple answers valid for different observers. For that reason it is considered to be as a sort of advanced subject matter that should be treated at higher education level. We empirically checked this convention and discovered that 9th grade students succeeded in applying frame of reference dependence to their accounts of daily experiences. For example, they were able to construct graphs expressing dependence of displacement, distance, and velocity on time in the perspective of different inertial frames of references. The results clearly indicate that integrated observer-dependent concepts in middle school promises substantial educational and pedagogical benefits (e.g. wider space of learning, intuitively and meaningful learning, students' engagement and adequate image of science).

Original languageEnglish
Article number012009
JournalJournal of Physics: Conference Series
Volume1287
Issue number1
DOIs
StatePublished - 21 Aug 2019
EventGIREP-MPTL 2018 Conference - San Sebastian, Spain
Duration: 9 Jul 201813 Jul 2018

Bibliographical note

Publisher Copyright:
© Published under licence by IOP Publishing Ltd.

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