TY - JOUR
T1 - The Concept of Observer in Science Teaching in Middle School
T2 - Pre-Instructional Knowledge as a Lever for Learning rather than an Obstacle
AU - Stein, Ben
AU - Stein, Hana
AU - Galili, Igal
N1 - Publisher Copyright:
© 2023 by the authors.
PY - 2023/1
Y1 - 2023/1
N2 - This study deals with the concept of the observer in science education, which is currently significantly diminished at school. In the first part, we review the theoretical perspective of the concept, regarding its historical role in physics knowledge, cognitive aspects of learning and the relevant curricular situation. The second part of the study was devoted to the experiment, which included constructing new materials to facilitate interpretation of physical situations by inertial and non-inertial observers in teaching students in middle schools. The impact of the experimental teaching was assessed by an open questionnaire addressing content knowledge and affective perception of the new material. The significant positive results obtained testify to the feasibility of such innovative teaching. It has a strong advantage in comparison with the regular teaching in. The implication of the study could be significant changes which would upgrade school physics curricula. The explicit inclusion of the inertial forces—instead of banning them, as currently practised—maturates the physics knowledge of school students while resonating with their naive views on the subject.
AB - This study deals with the concept of the observer in science education, which is currently significantly diminished at school. In the first part, we review the theoretical perspective of the concept, regarding its historical role in physics knowledge, cognitive aspects of learning and the relevant curricular situation. The second part of the study was devoted to the experiment, which included constructing new materials to facilitate interpretation of physical situations by inertial and non-inertial observers in teaching students in middle schools. The impact of the experimental teaching was assessed by an open questionnaire addressing content knowledge and affective perception of the new material. The significant positive results obtained testify to the feasibility of such innovative teaching. It has a strong advantage in comparison with the regular teaching in. The implication of the study could be significant changes which would upgrade school physics curricula. The explicit inclusion of the inertial forces—instead of banning them, as currently practised—maturates the physics knowledge of school students while resonating with their naive views on the subject.
KW - observer dependent concepts in middle school
KW - pre-instructional knowledge
KW - teaching inertial forces
KW - the concept of observer in mechanics
UR - http://www.scopus.com/inward/record.url?scp=85146786997&partnerID=8YFLogxK
U2 - 10.3390/educsci13010095
DO - 10.3390/educsci13010095
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AN - SCOPUS:85146786997
SN - 2227-7102
VL - 13
JO - Education Sciences
JF - Education Sciences
IS - 1
M1 - 95
ER -