L’insegnamento della conservazione dell’energia meccanica tramite le simulazioni online PhET
Barra laterale articolo
Pubblicato
ott 14, 2019
Contenuto principale articolo
Abstract
L’esperienza laboratoriale è uno degli elementi chiave nell’insegnamento della fisica nella scuola secondaria di primo e secondo grado. Molte ricerche hanno dimostrato che l’esperienza in laboratorio aumenta la motivazione degli studenti. In Italia sono molte le scuole sprovviste di un laboratorio scientifico, oppure hanno degli strumenti troppo vecchi o sono carenti di personale specializzato. Le simulazioni degli esperimenti di fisica potrebbero aiutare gli studenti ad imparare la fisica attraverso la sperimentazione online. In questo contributo viene presentata una simulazione sulla conservazione dell’energia meccanica tratta dal sito web “Colorado PhET”.
Dettagli articolo
Fascicolo
Sezione
Rubrica "Esperienze"
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale 4.0 Internazionale.
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- Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Common Attribuzione _Non commerciale 4.0 Internazionale.
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- Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).
Riferimenti bibliografici
Adams, W., Paulson, A., & Wieman, C. (2008, July 23-24). What Levels of Guidance Promote Engaged Exploration with Interactive Simulations?. Paper presented at Physics Education Research Conference 2008, Edmonton, Canada. Retrieved from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7985&DocID=701
Adams, W. K. (2010). Student engagement and learning with PhET interactive simulations. Il Nuovo Cimento, 33(3), 21-32. doi: 10.1393/ncc/i2010-10623-0
Aleksandrova, A., & Nancheva, N. (2008). Using video analysis to investigate conservation impulse and mechanical energy laws. Methodologies and Tools of the Modern (e-)Learning, Information Technologies & Knowledge, 2, 91-96.
Bambill, H. C. R., Benito, M. R., & Garda, G. R. (2004). Investigation of conservation laws using a conical pendulum. European Journal of Physics, 25(1), 31-35. doi: 10.1088/0143-0807/25/1/005
Bryan, J. A. (2004). Video analysis software and the investigation of the conservation of mechanical energy. Contemporary Issues in Technology and Teacher Education, 4(3), 284-298. Retrieved from https://www.citejournal.org/volume-4/issue-3-04/science/video-analysis-software-and-the-investigation-of-the-conservation-of-mechanical-energy
Bryan, J. A. (2010). Investigating the conservation of mechanical energy using video analysis: four cases. Physics Education, 45(1), 50. doi: 10.1088/0031-9120/45/1/005
Doz, D., & Doz, E. (2019, in press). Poučevanje fizike preko simulacij: primer poučevanja ohranitve mehanske energije, Fizika v šoli.
Esquembre, F. (2002). Computers in physics education. Computer Physics Communications, 147(1-2), 13-18. doi: 10.1016/s0010-4655(02)00197-2
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, ... LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review - Special Topics - Physics Education Research, 1(1), 1-18. doi: 10.1103/physrevstper.1.010103
George, E.A., Broadstock, M.J., & Vazquez Abad, J. (2000). Learning Energy, Momentum, and Conservation Concepts with Computer Support in an Undergraduate Physics Laboratory. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 2-3). Mahwah, NJ, USA: Erlbaum
Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217. doi: 10.2307/1170311
Jewett Jr, J. W. (2008). Energy and the confused student I: Work. The Physics Teacher, 46(1), 38-43. doi: 10.1119/1.2823999
Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers & Education, 36(2), 183-204. doi: 10.1016/s0360-1315(00)00059-2
Lancor, R. A. (2014). Using student-generated analogies to investigate conceptions of energy: A multidisciplinary study. International Journal of Science Education, 36(1), 1-23. doi: 10.1080/09500693.2012.714512
McKagan, S. B., Perkins, K. K., Dubson, M., Malley, C., Reid, S., LeMaster, R., & Wieman, C. E. (2008). Developing and researching PhET simulations for teaching quantum mechanics. American Journal of Physics, 76(4), 406-417. doi: 10.1119/1.2885199
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153. doi: 10.1016/j.compedu.2011.07.017
Trumper, R. (2003). The physics laboratory–a historical overview and future perspectives. Science & Education, 12(7), 645-670.
Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225-227. doi: 10.1119/1.3361987
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682-683. doi: 10.1126/science.1161948
Adams, W. K. (2010). Student engagement and learning with PhET interactive simulations. Il Nuovo Cimento, 33(3), 21-32. doi: 10.1393/ncc/i2010-10623-0
Aleksandrova, A., & Nancheva, N. (2008). Using video analysis to investigate conservation impulse and mechanical energy laws. Methodologies and Tools of the Modern (e-)Learning, Information Technologies & Knowledge, 2, 91-96.
Bambill, H. C. R., Benito, M. R., & Garda, G. R. (2004). Investigation of conservation laws using a conical pendulum. European Journal of Physics, 25(1), 31-35. doi: 10.1088/0143-0807/25/1/005
Bryan, J. A. (2004). Video analysis software and the investigation of the conservation of mechanical energy. Contemporary Issues in Technology and Teacher Education, 4(3), 284-298. Retrieved from https://www.citejournal.org/volume-4/issue-3-04/science/video-analysis-software-and-the-investigation-of-the-conservation-of-mechanical-energy
Bryan, J. A. (2010). Investigating the conservation of mechanical energy using video analysis: four cases. Physics Education, 45(1), 50. doi: 10.1088/0031-9120/45/1/005
Doz, D., & Doz, E. (2019, in press). Poučevanje fizike preko simulacij: primer poučevanja ohranitve mehanske energije, Fizika v šoli.
Esquembre, F. (2002). Computers in physics education. Computer Physics Communications, 147(1-2), 13-18. doi: 10.1016/s0010-4655(02)00197-2
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, ... LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review - Special Topics - Physics Education Research, 1(1), 1-18. doi: 10.1103/physrevstper.1.010103
George, E.A., Broadstock, M.J., & Vazquez Abad, J. (2000). Learning Energy, Momentum, and Conservation Concepts with Computer Support in an Undergraduate Physics Laboratory. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 2-3). Mahwah, NJ, USA: Erlbaum
Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217. doi: 10.2307/1170311
Jewett Jr, J. W. (2008). Energy and the confused student I: Work. The Physics Teacher, 46(1), 38-43. doi: 10.1119/1.2823999
Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers & Education, 36(2), 183-204. doi: 10.1016/s0360-1315(00)00059-2
Lancor, R. A. (2014). Using student-generated analogies to investigate conceptions of energy: A multidisciplinary study. International Journal of Science Education, 36(1), 1-23. doi: 10.1080/09500693.2012.714512
McKagan, S. B., Perkins, K. K., Dubson, M., Malley, C., Reid, S., LeMaster, R., & Wieman, C. E. (2008). Developing and researching PhET simulations for teaching quantum mechanics. American Journal of Physics, 76(4), 406-417. doi: 10.1119/1.2885199
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153. doi: 10.1016/j.compedu.2011.07.017
Trumper, R. (2003). The physics laboratory–a historical overview and future perspectives. Science & Education, 12(7), 645-670.
Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225-227. doi: 10.1119/1.3361987
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682-683. doi: 10.1126/science.1161948