‘Approaches to the Teaching of Special Relativity Theory in High School and University Textbooks of Argentina’

In this work, we presented an analysis of the representation of the special relativity theory (SRT) in the most used texts in high school, Polimodal level and university level in the teaching in the Argentine Republic, from a historic, epistemological and didactic perspective. The results show that none of the analyzed texts would allow a contextualized approach on such theory.     

Does an Emphasis on the Concept of Quantum States Enhance Students' Understanding of Quantum Mechanics?

Teaching physics implies making choices. In the case of teachingquantum physics, besides an educational choice – the didactic strategy – another choice mustbe made, an epistemological one, concerning the interpretation of quantum theory itself. Thesetwo choices are closely connected. We have chosen a didactic strategy that privileges the phenomenological-conceptualapproach, with emphasis upon quantum features of the systems, instead of searching for classicalanalogies. This choice has led us to present quantum theory associated with an orthodox, yet realistic,interpretation of the concept of quantum state, considered as the key concept of quantum theory,representing the physical reality of a system, independent of measurement processes. The results of theimplementation of this strategy, with three groups of engineering students, showed that more than a halfof them attained a reasonable understanding of the basics of quantum mechanics (QM) for thislevel. In addition, a high degree of satisfaction was attained with the classes as 80% of thestudents of the experimental groups claimed to have liked it and to be interested in learning more about QM.     

A Framework for Epistemological Discussion on Integrated STEM Education

Science & Education - In primary and secondary schools, the disciplines encompassed in “STEM”—Science, Technology, Engineering and Mathematics—have usually been studied...     

ComPratica: A Virtual Community of Practice for Promoting Biology Teachers’ Professional Development in Brazil

Teachers’ professional development is a key factor in improving science education, but it shows limited impact when only a small number of teachers is reached, or when it focuses on only one aspect of teachers’ development, such as learning science content, and is disconnected from teachers’ practice. In order to increase the impact of our work on teachers’ professional development, we implemented in 2007 ComPratica, an online network intended to establish a virtual community of practice involving biology teachers and biological education researchers. We present here the results of the first 2 years of this project, obtained through an analysis of the number and distribution of actions performed by the participants in the community, the kinds of activities in which they are engaged, and the themes addressed in their messages. From these data, we conclude that ComPratica is effectively functioning as a community of practice and is leading to changes related to both teachers’ and researchers’ professional development, which seem capable of reducing the research–practice gap in science education.     

Identification of natural dyes in historical textiles from Romanian collections by LC-DAD and LC-MS (single stage and tandem MS)

In this study, the dyes present in five 17th- to 18th-century textiles from the National Museum of Art of Romania, three religious embroideries and two brocaded velvets, are characterized and discussed, together with earlier results on textiles from Romanian collections obtained by the same research group. Dye analyses were performed using two methods: the well-established liquid chromatography-diode array detection (LC–DAD) and a recently developed liquid chromatography-mass spectrometry (LC–MS) analytical protocol. The examination of very small historical samples by both techniques allows a better insight in the advantages and limitations of the two approaches to real analyses to be obtained. LC–MS data interpretation is based entirely on the results accumulated for dye standards. Electrospray ionization (ESI) was used in the negative ion mode and an ion trap served as mass analyzer. Both single stage (MS) and tandem (MS/MS) mass spectrometric approaches were considered. The dyes and natural sources identified by both analytical techniques are discussed in the historical context of the textiles, with respect to earlier results collected for similar Romanian objects. The study showed that the dye sources found in the 17th- and 18th-century Romanian velvets and embroideries were produced using a wide variety of dye sources, suggesting influences from Europe as well as from Asia Minor. Dye sources imported from New World have been also detected. The range of biological sources is in very good correspondence with earlier results obtained from textiles in the Romanian Collections. LC-MS (single stage and tandem MS) approaches have been demonstrated to be valuable tools for dye identification in small-scaled samples from historical textile objects only if sufficient knowledge on the dyes and their biological sources is first accumulated within experiments performed on standard dyes and standard dyed fibers.     

Epistemic Views of the Relationship Between Physics and Mathematics: Its Influence on the Approach of Undergraduate Students to Problem Solving

The relationship between physics and mathematics is hardly ever presented with sufficient clarity to satisfy either physicists or mathematicians. It is a situation that often leads to misunderstandings that may spread quickly from teacher to student, such as the idea that mathematics is a mere instrument for the physicist. In this paper, we examine the historical construction of this relationship, with reference to the French philosopher Michel Paty, and we look briefly at its presence in the construction of thermodynamics. We then present the results of an empirical study on the way these relations are perceived among undergraduate students, in their last year of a university course on physics, in the discipline of Thermodynamics. The study points to significant relations between the students’ performance in terms of problem solving and the epistemic view they hold.     

PREFERRED LEARNING STYLES OF COMMUNITY COLLEGE CAREER AND TRANSFER STUDENTS

The purpose of this study was to ascertain differences in learning styles of 400 community college students in career and transfer programs as measured by the Canfield Learning Styles Inventory. Independent variables were program area and sex. Dependent variables were scores regarding each of the Learning Style Inventory Scales for the following categories: (a) conditions, (b) content, (c) mode, and (d) expectation. The data indicated: (1) female students have greater interest in areas of qualitative, people, and listening, (2) male students have a greater interest for the inanimate, (3) career students have greater interest for inanimate, greater expectations for average and below average performance, and (4) transfer students have greater expectations for above average performance.