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Phasing the invisible
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education Research)ORCID iD: 0000-0003-3070-567X
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.ORCID iD: 0000-0002-2408-6684
Karlstads universitet.ORCID iD: 0000-0003-4997-2938
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Students have difficulties understanding phase transition (Coştu, Ayas, & Niaz, 2012; Gopal, Kleinsmidt, Case, & Musonge, 2004). In the Swedish curriculum (Skolverket, 2011), phase transition is first introduced in physics during year 1-3 in primary school. The concept of, and transfer of energy is introduced in year 4-6. However, IR cameras can make the non-perceivable perceivable and thus afford the students an arena for mutual orientation and shared attention.

The purpose of this study is to explore the affordances of IR cameras for teacher students that, in their profession, introduces the concepts of energy, phases, phase transition and energy transfer for their own students. We propose a teaching sequence in which the group will get to study four different phenomena involving phase transition and energy transfer. The proposed phenomena are: condensation of water on skin in a sauna, evaporation of water from the skin after a shower, condensation of water on a paper and salt on ice.

Each stage of the sequence involves a prediction, an observation and an explanation part (White & Gunstone, 1992). The prediction will be done without access to IR cameras and the observation and explanation will be carried out with the cameras. When later phenomena are introduced, the new predictions are based on the experience and understanding from the earlier stages.

From a previous study (Samuelsson, Haglund & Elmgren, 2016), we know that the last phenomenon is difficult to understand, but by starting out in a phenomenon familiar to the students and iteratively working through the three parts in predict-observe-explain, the students may succeed in giving a satisfactory explanation at the end of the sequence.

The teaching sequence will be implemented in two physics classes for pre-service year 4-6 teachers during the autumn, and the interactions will be video recorded for analysis within the project.

Place, publisher, year, edition, pages
2018.
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-365273OAI: oai:DiVA.org:uu-365273DiVA, id: diva2:1262559
Conference
Forskning i Naturvetenskapernas Didaktik, Malmö, November 7-8, 2018
Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2019-03-13Bibliographically approved

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https://fnd2018.weebly.com/

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Samuelsson, RobinElmgren, Maja

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