“It’s not like it’s popular science we are doing” - Popular science, motivation, calculations, and conceptual understanding among physics and engineering students
Visualitza/Obre
10.5821/conference-9788412322262.1354
Inclou dades d'ús des de 2022
Cita com:
hdl:2117/383022
Tipus de documentText en actes de congrés
Data publicació2022-09
EditorUniversitat Politècnica de Catalunya
Condicions d'accésAccés obert
Llevat que s'hi indiqui el contrari, els
continguts d'aquesta obra estan subjectes a la llicència de Creative Commons
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Reconeixement-NoComercial-SenseObraDerivada 4.0 Internacional
Abstract
This paper discusses the role popular science and science dissemination texts can have in learning physics in higher education for physics students and technical physics engineering students. In a mixed-methods study, students' attitudes, experienced motivation, and learning is mapped through a quantitative survey (N=155) and two qualitative surveys with in-depth interviews, one with six master level students and one with four 1st year students. The interview data shed light on two aspects of popular science's role in learning physics. Students report that reading popular science is highly motivating, but they do not have the perception of having learned physics from it. This converges with a division between calculations and conceptual understanding among the students. The paper then questions whether this gap could be closed or made smaller with greater emphasis on conceptual understanding in physics classes.
CitacióKjelsberg, R.; Morten Thorseth, T. «It's not like it's popular science we are doing» - Popular science, motivation, calculations, and conceptual understanding among physics and engineering students. A: SEFI 50th Annual conference of The European Society for Engineering Education. "Towards a new future in engineering education, new scenarios that european alliances of tech universities open up". Barcelona: Universitat Politècnica de Catalunya, 2022, p. 420-429. DOI 10.5821/conference-9788412322262.1354.
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