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首页> 外文学位 >The nature of key ideas in teaching high school physics: Three topics in optics, color, the speed of light, and light interference.
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The nature of key ideas in teaching high school physics: Three topics in optics, color, the speed of light, and light interference.

机译：高中物理教学关键思想的性质：光学，色彩，光速和光干涉这三个主题。

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摘要

The distinction between key ideas in teaching school science and key ideas in the disciplines of science is crucial and yet largely ignored in scholarly discourse about what science teachers should teach and what they should know. This dissertation seeks to clarify this distinction through investigating how and why the key ideas in teaching three topics in optics, color, the speed of light, and light interference, for high school students differ from the key ideas in teaching for prospective physicists or scientists.;The study found that the key ideas in teaching the three topics for high school students differ markedly in theory types, source analogues, and representations from the key ideas in teaching for prospective physicists or scientists; and that the differences are determined by differing purposes of teaching, knowledge backgrounds and experience of learners, and ways of selecting and formulating key ideas in textbooks.;This dissertation argued that not every idea in the discipline of physics can be taught to anybody of any age in a way that is intellectually honest to the discipline; that knowing the structures of the discipline of physics does not guarantee that physics teachers have the specific kind of subject-matter knowledge needed for teaching school physics; and that key ideas in teaching school physics constitute an essential component of pedagogical content knowledge.;This study calls for more empirical research on the nature of key ideas in teaching school science; development of a special subject-matter sequence for the education of science teachers; and development of a theoretical base for the construction of a science curriculum that bears a transparent relationship to the structures and development of science.;This study employed Dewey's idea about psychologizing subject matter and Harre's theory of referential realism as theoretical underpinnings. It consists of (1) a case study of two experienced physics teachers; (2) a comparative analysis of the key ideas in teaching the three topics at the high school level and the key ideas in the discipline of physics; and (3) interviews with the two physics teachers and with two optics professors.
机译：在学校科学教学中的关键思想与科学学科中的关键思想之间的区别是至关重要的，但是在关于科学老师应该教什么和他们应该知道什么的学术讨论中却被很大程度上忽略了。本论文试图通过研究针对高中生教授光学，色彩，光速和光干涉这三个主题的关键思想如何以及为何不同于准物理学家或科学家的教学思想来阐明这一区别。 ；研究发现，针对高中生三个主题的教学关键思想在理论类型，来源类似物和表示形式方面与针对未来物理学家或科学家的教学思想明显不同；并且这些差异是由不同的教学目的，学习者的知识背景和经验，以及在教科书中选择和制定关键思想的方式所决定的。；本论文认为，并不是物理学学科中的每个思想都可以教给任何人以对该学科知识上诚实的方式进行年龄；知道物理学学科的结构并不能保证物理学老师具有教学学校物理学所需的特定学科知识； ；研究物理教学中的关键思想构成了教学内容知识的重要组成部分。为理科教师的教育制定特殊的学科顺序；与科学的结构和发展具有透明关系的科学课程建设的理论基础的发展。本研究以杜威关于主题心理学的思想和哈雷的指称现实主义理论作为理论基础。它包括（1）两名经验丰富的物理老师的案例研究； （2）比较分析高中三个主题的教学关键思想和物理学科的关键思想； （3）采访两位物理老师和两位光学教授。

著录项

  • 作者

    Deng, Zongyi.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Science education.;Secondary education.;Curriculum development.;Optics.
  • 学位 Ph.D.
  • 年度 1997
  • 页码 203 p.
  • 总页数 203
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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