Multiperspective-modelling in the process of constructing and understanding physical theories using the example of the plane mirror image

Research output: Contribution to book/conference proceedings/anthology/reportConference contributionContributedpeer-review

Contributors

Abstract

Teaching physics goes along with explaining natural phenomena. The modelling process during the acquisition of physical knowledge plays an important role in developing understanding and deeper insight. Novices, however, have problems with this modelling process, in particular because they do not understand that teachers are talking about models of reality and not about reality itself. Physical theories are described with linguistic and mathematical symbols; hence there exist at least two perspectives of modelling, physical and mathematical modelling. According to Greca and Moreira (2001) [2] understanding of physics in school is achieved if it is possible to predict a physical phenomenon from its physical models. Yet, apart from the physical and the mathematical perspective of modelling other perspectives of modelling are necessary for understanding complex physical phenomena. To prevent confusion for the learner it is essential to differentiate between these different perspectives of modelling. This process of differentiation between various perspectives of modelling will be referred to as 'Multiperspective-Modelling'. Prior studies (F. Goldberg and L. McDermott, (1986), Wiesner 1992) [1, 5] on how individual students think about images in plane mirrors revealed that the learners have misconceptions. Based on the idea of 'Multiperspective-Modelling' we developed and evaluated a special training for the learner. This training differentiates physical, mathematical and 'human' perspectives of modelling of the plane mirror phenomenon. The purposes of this study were to investigate the understanding of the plane mirror phenomenon of novices, before and after the special training.

Details

Original languageEnglish
Title of host publicationInternational Conference on Physics Education, ICPE-2009
PublisherAIP Publishing
Pages143-146
Number of pages4
ISBN (print)9780735408166
Publication statusPublished - 2010
Peer-reviewedYes

Publication series

SeriesAIP Conference Proceedings, Volume 1263/1
ISSN0094-243X

Conference

TitleInternational Conference on Physics Education, ICPE-2009
Duration18 - 24 October 2009
CityBangkok
CountryThailand

External IDs

Scopus 78649877417
ORCID /0000-0002-4280-6534/work/142251676

Keywords

ASJC Scopus subject areas

Keywords

  • Mathematical Model, Modelling Perspectives, Physical Model, Process of Constructing and Understanding Physical Theories

Library keywords