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A three-dimensional approach and open source structure for the design and experimentation of teaching learning sequences : the case of friction

[Zeitschriftenartikel]

Besson, Ugo; Borghi, Lidia; De Ambrosis, Anna; Mascheretti, Paolo

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Abstract We have developed a teaching learning sequence on friction based on a preliminary study involving three dimensions: an analysis of didactic research on the topic, an overview of usual approaches, and a critical analysis of the subject, considered also in its historical development. We found that mostly the usual presentations do not take into account the complexity of friction as it emerges from scientific research, may reinforce some inaccurate students’ conceptions and favour a limited vision of friction phenomena. The TLS we propose begins by considering a wide range of friction phenomena to favour an initial motivation and a broader view of the topic and then develops a path of interrelated observations, experiments and theoretical aspects. It proposes the use of structural models, involving visual representations and stimulating intuition, aimed at helping students build mental models of friction mechanisms. To facilitate the reproducibility in school contexts, the sequence is designed as an open source structure, with a core of contents, conceptual correlations and methodological choices, and a cloud of elements that can be re-designed by teachers. The sequence has been tested in teacher education and in upper secondary school, and has shown positive results in overcoming student difficulties and stimulating richer reasoning based on the structural models we suggested. The proposed path has modified the teachers’ view of the topic, producing a motivation to change their traditional presentations. The open structure of the sequence has facilitated its implementation by teachers in school in coherence with the rationale of the proposal.
Klassifikation Unterricht, Didaktik
Freie Schlagwörter Didactical transposition; Friction; Physics education; Structural models; Students' conceptions; Teacher education; Teaching-learning sequences
Sprache Dokument Englisch
Publikationsjahr 2010
Seitenangabe S. 1289-1313
Zeitschriftentitel International Journal of Science Education, 32 (2010) 10
DOI http://dx.doi.org/10.1080/09500690903023350
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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