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Prospective primary teachers and physics Pedagogical Content Knowledge’s

Prospective primary teachers and physics Pedagogical Content Knowledge’s. Marisa Michelini , Alberto Stefanel Research Unit in Physics Education, Physics Department University of Udine. Introduction. Main problems in primary teacher training: competence in Content Knowledge (CK)

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Prospective primary teachers and physics Pedagogical Content Knowledge’s

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  1. Prospective primary teachers and physics Pedagogical Content Knowledge’s Marisa Michelini, Alberto StefanelResearch Unit in Physics Education, Physics Department University of Udine

  2. Introduction • Main problems in primary teacher training: • competence in Content Knowledge (CK) • difficulties for the novice in putting into practice the Pedagogical Knowledge (PK) in relationship to CK • generalized difficulties in integrating PK and CK within a specific subject to build the related Pedagogical Content Knowledge (PCK) • (Shullman 1987; Michelini 2004; Abell 2006).

  3. Introduction From the wide spectrum of research results it emerges that primary school teachers education requires a significant integration between the specific subject matter and pedagogical field (Patchen, Cox-Peterson 2008; Schwartz 2009). In particular, knowledge of conceptual difficulties and teaching methods is necessary (Corni et al 2003; Viennot 2003; Abd-El-Khalick et al 2004).

  4. Introduction • Relevant open questions remaining: • how to test the PCK developed by teachers • how to promote competences related to phenomenological exploration, modeling and building formal thinking • how to construct competences in recognizing student learning paths and processes • (Baxter, Ledermann 1999; Park, Oliver 2008).

  5. Introduction Educational proposal and classroom work documentation concerning active learning do not address the problem of whether the teacher is oriented to the teaching action, rather than to the student’s learning path. (Corni et al 2003; Samarapungavan et al 2008).

  6. Introduction • To investigate this point we prepared some questionnaires based on PCK methodology to study how prospective primary teachers face CK and PCK with regard to: • Kinematics • Relative motion • Dynamics • Thermal processes • Energy • Equilibrium of fluids.

  7. Introduction • Here we present: • the design and the general structure of questionnaires • Examples of items • Examples of answers • General results • Conclusion

  8. Design and structure of the questionnaires From literature about topics: subject related knots From literature about educational path: CK questions From literature about students learning problems and learning paths: PCK questions and typical students answers. • From a wide range of questions: • first selection of knots and questions • Match with the university course contents.

  9. Design and structure of the questionnaires Semi-final version of the items Final version of the items (after cross control of each item) Final version a questionnaire For each questionnaire: 2-3 versions

  10. Design and structure of the questionnaires Each questionnaire include 5-15 content knots Explored in 10-15 items

  11. Design and structure of the questionnaires • PCK – Kinematic Questionnaire • Need of the system of reference to describe the motion • Analyze the velocity using displacement for fixed Dt • Graph of motion • Composition of velocity • Relative motion and the description in different ref. systems

  12. Design and structure of the questionnaires • PCK – Rel Motion & Dynamic • Composition of velocity • Parabolic projectile motion • Principle of indipendence of motion • Description of the motion in different reference systems • Coriolis acceleration in a rotating reference system • A force acting on disk on the ice • The inclined plane • The inertia principle and the inertial forces • The bouncing ball.

  13. Design and structure of the questionnaires • PCK – Fluids • The distribution of liquids in a tube • The sifon • The buoyancy and the hydrostatic force • The buoyancy and the role of relative density • The atmospheric pressure • The communicating wessels • The emission of a liquid from a container • The hydrostatic pressure • Compressibility of air

  14. Design and structure of the questionnaires • PCK – Thermal phenomena • The thermal dilatation coefficient • The distribution of liquids in a tube • The volumic dilatation • Thermal equilibrium of mixed mass of water initially at different temperatures • Thermal equilibrium of interacting mass of water initially at different temperatures • Phase transitions • Ruole of the mass in the heating

  15. Design and structure of the questionnaires • PCK – Energy • Tranformation of Kinetic energy in Internal energy • Conservation of energy • Energetic analysis of process (bouncing ball) • Combined Energy transformations (wind mill) • Transformation of Kinetic energy-Gravitational Potential energy • Transformation of Kinetic energy-Elatistic potential energy

  16. Design and structure of the questionnaires • The large majority of the items: • a first question (CK part) to explore how a specific subject knot is analyzed by the trainees • a second part (PCK part) to explore how typical students answers on a specific question are discussed by the trainees • Each item concern a specific content knot and the related different learning problems.

  17. Design and structure of the questionnaires • The large majority of the items: • The problematic situation (usually presented with a figure): • a map • a graphor a diagram • a photo of a real situation • a picture representing a real situation • a cartoon suggesting the situation • a schematic representation of the situation or of the process

  18. Design and structure of the questionnaires • The large majority of the items: • The problematic situation (usually presented with a figure): • a map • a graph or a diagram • a photo of a real situation • a picture representing a real situation • a cartoon suggesting the situation • a schematic representation of the situation or of the process

  19. Design and structure of the questionnaires • The large majority of the items: • The problematic situation (usually presented with a figure): • a map • a graph or a diagram • a photo of a real situation • a picture representing a real situation • a cartoon suggesting the situation • a schematic representation of the situation • a schematic representation of the process

  20. Design and structure of the questionnaires • The large majority of the items: • The problematic situation (usually presented with a figure): • a map • a graph or a diagram • a photo of a real situation • a picture representing a real situation • a cartoon suggesting the situation • a schematic representation of the situation • a schematic representation of the process

  21. Design and structure of the questionnaires • The large majority of the items: • The problematic situation (usually presented with a figure): • a map • a graph or a diagram • a photo of a real situation • a picture representing a real situation • a cartoon suggesting the situation • a schematic representation of the situation • a schematic representation of the process

  22. LFe Fe Al L LAl A D B C E Design and structure of the questionnaires • The large majority of the items: • The problematic situation (usually presented with a figure): • a map • a graph or a diagram • a photo of a real situation • a picture representing a real situation • a cartoon suggesting the situation • a schematic representation of the situation • a schematic representation of the process

  23. Design and structure of the questionnaires • The large majority of the items: • The problematic situation (usually presented with a figure): • a map • a graph or a diagram • a photo of a real situation • a picture representing a real situation • a cartoon suggesting the situation • a schematic representation of the situation • a schematic representation of the process

  24. Design and structure of the questionnaires • The large majority of the items: • The problematic situation • Typical students answers (usually: from literature; from test data collected by URDF-UniUD; in some cases: constructed to address specific knots)

  25. Design and structure of the questionnaires Q1. Water and oil are disposed in a U tube as in the figure. Why the column containing oil is higher than the one containing water?_____________________________ 1.2 Determine the density of the oil [Use the following data: water=1,0 103 kg m-3 ; Z1=11,2 cm, Z2=12,1 cm] 1.3 A pupil use a very long U tube so he can put a big amount of oil (about 8 liter). His objective is to move the water column just in the left arm of the U tube. His schoolmates say: Paolo: it is sufficient add a quantity of oil equal to the volume of the elbow of the U Sara: you don’t will be successful in any case. Luca: it is sufficient to put a quantity of oil equal to two times the weight of the water. What kind of answer give you to the problem? How you comment the answer of Paolo, Sara e Luca? CK part PCK part

  26. Design and structure of the questionnaires Q7. A bras cylinder is hanged to the end of a spring fixed to the other end on a vertical support. The spring length is L (situation proposed in Heron et al. 2003) Q7.1 The cylinder is deepen first in water and the length spring is L1. The cylinder is then deepen in oil and the length spring is L2. Compare the lengths L1, L2, L and order them (use the sign = when you think that the lengths are equal). Motivate with an explanation._____ 7.2 Draw a sketch of the three situations (in the figures the vertical support is reported) CK part

  27. Design and structure of the questionnaires Q7. A bras cylinder is hanged to the end of a spring fixed to the other end on a vertical support. The spring length is L. 7.3 Some pupils in a classroom answered to the question Q7.2 in the following ways: Luca: L1 >L2 because the oil è more dense than the water. Alessia: L1 and L2 are in any cases less than L, because the cylinder deepen in a liquid. Paolo L1<L2 because the oil is less dense than the water Stefano: in my opinion it is L1<L2<L, because the water is heavier than the oil, which is heavier the air. -Discuss the answers___ -For each answer, discuss the specific knot involved__ -How it is possible face each knot in the classroom activity___ PCK part

  28. Examples of answers Q1. Water and oil are disposed in a U tube a in the figure. Why the column containing oil o higher than the one containing water? A (74%) because density of water is higher than the density of oil B (17%) because density of oil is higher than the density of water C (5%) because water is heavier than oil D (4%) NA

  29. Examples of answers Q2. Determine the density of the oil [Use the following data: water=1,0 103 kg m-3 ; Z1=11,2 cm, Z2=12,1 cm] A (20%) z1/z2=r2/r1 B (12%) z1 r1 = z2 r2 C (23%) z1/r1= z2/r2 D (45%) NA

  30. Examples of answers Q3. A pupil use a very long U tube so he can put a big amount of oil (about 8 liter). Paolo: it is sufficient add a quantity of oil equal to the volume of the elbow of the U Sara: you don’t will be successful in any case. Luca: it is sufficient to put a quantity of oil equal to the two times the weight of the water. Which kind of answer give you to the problem? Explanations: In any case the water remains down The oil push the water but then go down The oil push progressively the water on the left side A (25%) Sara answer B (37%) Paolo answer C (19%) Luca answer D (19%) NA

  31. Examples of answers Q3. A pupil use a very long U tube so he can put a big amount of oil (about 8 liter). Paolo: it is sufficient add a quantity of oil equal to the volume of the elbow of the U Sara: you don’t will be successful in any case. Luca: it is sufficient to put a quantity of oil equal to the two times the weight of the water. How you comment the answer of Paolo, Sara e Luca? A (22%) correct/incorrect B (4%)explaining C (2%) experiment D (72%) NA

  32. Examples of answers Q7. A bras cylinder is hanged to the end of a spring fixed to the other end on a vertical support. The spring length is L (situation proposed in Heron et al. 2003) Q7.1 The cylinder is deepen first in water and the length spring is L1. The cylinder is then deepen in oil and the length spring is L2. Compare the lengths L1, L2, L and order them (use the sign = when you think that the lengths are equal). Motivate with an explanation._____ 7.2 Draw a sketch of the three situations (in the figures the vertical support is reported) 45% L < L1 < L2

  33. Examples of answers Q7. A bras cylinder is hanged to the end of a spring fixed to the other end on a vertical support. The spring length is L (situation proposed in Heron et al. 2003) Q7.1 The cylinder is deepen first in water and the length spring is L1. The cylinder is then deepen in oil and the length spring is L2. Compare the lengths L1, L2, L and order them (use the sign = when you think that the lengths are equal). Motivate with an explanation._____ 7.2 Draw a sketch of the three situations (in the figures the vertical support is reported) 32% L2 < L1 < L

  34. Examples of answers Q7. A bras cylinder is hanged to the end of a spring fixed to the other end on a vertical support. The spring length is L (situation proposed in Heron et al. 2003) Q7.1 The cylinder is deepen first in water and the length spring is L1. The cylinder is then deepen in oil and the length spring is L2. Compare the lengths L1, L2, L and order them (use the sign = when you think that the lengths are equal). Motivate with an explanation._____ 7.2 Draw a sketch of the three situations (in the figures the vertical support is reported) 28% NA

  35. Design and structure of the questionnaires Q7. A bras cylinder is hanged to the end of a spring fixed to the other end on a vertical support. The spring length is L. 7.3 Some pupils in a classroom answered to the question Q7.2 in the following ways: Luca: L1 >L2 because the oil è more dense than the water. Alessia: L1 and L2 are in any cases less than L, because the cylinder deepen in a liquid. Paolo L1<L2 because the oil is less dense than the water Stefano: in my opinion it is L1<L2<L, because the water is heavier than the oil, which is heavier the air. -Discuss the answers___ -For each answer, discuss the specific knot involved__ -How it is possible face each knot in the classroom activity___ NA 54% Correct/incorrect 37% Explanation 6% Experiment 3%

  36. Conclusions We designed PCK questionnaires as educational tools for teacher training in different context: kinematic, dynamic, relative motion, thermal phenomena, energy, equilibrium of fluids The questionnaires are designed referring to the literature. In the majority of cases they have a CK part and a related PCK part The trainees are personally involved in analyzing the main knots e the related learning problem evidenced by students From analysis of the questionnaires it emerges: Some specific difficulties about CK A large request on PCK Few time: how face in classroom (mainly directive approach) Thank you

  37. a) b) c) e) d) e) Design and structure of the questionnaires From FCI (Force Concept Inventory Originally published in The Physics Teacher, March 1992, by D. Hestenes, M. Wells, G. Swackhamer; Revised August 1995 by I. Halloun, R. Hake, E. Mosca) Q4. An horizontal semicircular guide is put on an horizontal field. A little ball move inside of the guide. Choice the trajectory of the ball just outside of the guide. In the figure are represented 5 typical answers of children 4.1 Which one do you choice? __________ 4.2 - Comment each students’ answer ____ - indicate per each of them the eventual learning knot __ - Indicate how it is possible face in the classroom activity. CK part PCK part

  38. Design and structure of the questionnaires From FCI Originally published in The Physics Teacher, March 1992, by D. Hestenes, M. Wells, G. Swackhamer; Revised August 1995 by I. Halloun, R. Hake, E. Mosca) Q2. A ball is fired by a cannon from the top of a cliff as shown in the figure below. 2.1 Which of the paths represent better the trajectory followed by the ball? Indicate the letter of the choosen trajectory and explain the reasoning that produced the choice______ CK part PCK part 2.2 The represented trajectories represent the trajectories drawn by students in a class. For each trajectory indicate the reasoning underlined the choice, or of what learning knot the answer in an indicator.

  39. Design and structure of the questionnaires QA.1. A teacher explain to his children that in a long highway viaduct there are divided in separated parts. From a part and the adjoint part are non in touch but seprated by 11-12 cm when they are L=20 m long, separated by 17-18 cm when the lenght is L=30 m. The teacher ask to his pupils: “Why the part of the highvìway viaduct are not in touch? Thre pupils given the following anwers: A_Andrea: “They have done wrong the briege”F_Filippo: “They have produced pieces shorter, because is more simple assemble them”J_Jessica:”… and also because during the summer time they became bigger” 1.1 How do you aswer to the teacher question? ________________________ 1.2 How do you discuss with the pupils their answer? ______________________

  40. Examples of answers • QA.6 A mass of water M1=100g, initially at a temperature of 50°C, is putted in thermal contact with a second mass of water M2=200 g, initially at a temperature 20°C. • 6.1 How is the behavior in time of the temperature of each of the two mass of water? Illustrate with a graph and describe it • 6.2 The final temperatures of the two mass of water will be the same? • 6.3 How it is possible foresee the value of this temperature? • 6.4Some typical students answer to the 6.3 question are: • The final temperature will be in between [to the initial temperatures of the mass of water] • The final temperature will be the average of the two initial temperatures – the final temperature will be in the middle • We have 2 parts of cold water and 1 part of hot water, we must divide the jump of temperature in three parts: two are taken by the hot water and one is taken by the cold water • Discuss the students answers

  41. Examples of answers 6.1 How is the behavior in time of the temperature of each of the two mass of water? Illustrate with a graph and describe it Graph Desciption T (°C) t (s)

  42. Examples of answers 6.1 How is the behavior in time of the temperature of each of the two mass of water? Illustrate with a graph and describe it (N=94) Graph Graph 50° 40° 30° 20° 10° 0° 44% 17% T (°C) T (°C) M1=100 g 50 20 30 °C=Teq M2=200 g t (s) t (s) Graph 9% T (°C) 30% T (°C) M1= 60° 50° 40° 30° 20° 10° 50° 40° 30° 20° M2= t (s) t (s)

  43. Examples of answers Equilibrium temperature from graphs (4%) T1i=50 °C T2i=20 °C Teq=25 °C 6.1 How is the behavior in time of the temperature of each of the two mass of water? Illustrate with a graph and describe it (N=94) Graph Graph 50° 40° 30° 20° 10° 0° 44% 17% T (°C) T (°C) M1=100 g 50 20 30 °C=Teq M2=200 g Equilibrium temperature from graphs (94%) T1i=50 °C T2i=20 °C Teq=30 °C Equilibrium temperature from graphs (2%) T1i=60 °C T2i=10 °C Teq=30 °C t (s) t (s) Graph 9% T (°C) 30% T (°C) M1= 60° 50° 40° 30° 20° 10° 50° 40° 30° 20° M2= t (s) t (s)

  44. Examples of answers 6.1 How is the behavior in time of the temperature of each of the two mass of water? Illustrate with a graph and describe it (N=94) • Describing the interaction process, link graph and process, the equilibrium behavior • One mass of water is cooling the other is warming until the temperatures become the same • The formula • NA 36% 58% 3% 3%

  45. Examples of answers 6.2The final temperatures of the two mass of water will be the same? 6.3 How it is possible foresee the value of this temperature? Yes 98% • “ I keep the degrees of the two temperatures and the values of the masses and I make an estimate • “It is more close to m2 because is grater” • Teq=(m1T1+M2T2)/(m1+m2) • Teq= • Teq=(m1T1+M2T2)/(m1+m2)=(5000+4000)/300=30 °C • “Making the sum of the two temperatures and then dividing times two, so the final temperature will be 35°C” • Q1=Q2....Teq=30°C (4%) (27%) (40%) (6%) (17%) (3%) (3%) -

  46. Examples of answers • 6.4Some typical students answer to the 6.3 question are: • The final temperature will be in between [to the initial temperatures of the mass of water] • The final temperature will be the average of the two initial temperatures – the final temperature will be in the middle • We have 2 parts of cold water and 1 part of hot water, we must divide the jump of temperature in three parts: two are taken by the hot water and one is taken by the cold water • Discuss the students answers • Discuss on the physic point of view the students answers (correct/incorrect) • Consider how affront the question with pupils • NA 80% (7% introducing mistake) (12% - 8% explaining the mistake; 4% exploring a phenomena) (8%)

  47. Examples of answers QA8 When the water contained in cooker is boiling, what happens to his temperature? Marco say: it continue to increase, because the water continue to be heated Stefano specify: It continue to increase, but of a very little amount (1-2°C) Rossana say: It remains constant 8.1 Discuss each answer, indicating what kind of knot it evidence How it is possible modify or integrate each student answer? • “Discuss the question only on the content point of view (“the boiling water remains at the same temperature, independently from the heating” • “Marco and Stefano it is not possible that increase! Good Rossana” • Explaining • Proposing the experiment to the pupils • NA 62% 18% 7% 4% 9%

  48. Examples of answers QB1 A group of pupils analyze the situation: A bicycle wheel, initially moving, is stopped pulling the bake. To the question “Where has the energy gone?” the pupils answer: A: Alessia: “The energy of the wheel disappear” B: Deborah: “a part of the of the wheel is dispersed, in thermal energy” C) Francesco: The Kinetic Energy is transformed in internal energy” D) Giovanni: “the Kinetic energy is transformed in potential energy” E) Sara: “The Kinetic energy is transformed in heat” F) Melisssa: The kinet energy is transformed in energy that flows to the brake/to the air” Discuss student answer Correct/incorrect (44%) Content aspect 40%) NA16% What aspects of the answer are important to be re-considered in the classroom? Explanation of knots (62%) -Energy conservation 43% -Dispersion (24%) -tranformation (52%) • Your answer. • Kinetic energy in heat (50%) • Kinetic energy in internal energy (38%) • It is transormed (5%) • NA (8%) • NA

  49. Examples of answers QB2 A group of pupils discus about the conservation of energy. One say: A) energy is not conserved, “because it is lost; an other add: B) it is dispersed because it is transformed”, a third add: C) Energy exist only when it is created”, a fourth say: D) energy finish, in fact we must fuel in the car” 2.1 What can you say about energy conservation? - “energy is always conserved”, “...according to the 1st principle of TD”, “energy is not created and no distroy” (90%) - NA (10%) • 2.2 Discuss every student answer • Individuate the knots • Energy is always conserved, also when it is transformed (60%) • Correct incorrect (15%) • NA 25% • How face it with pupils? • with experiments (5%) • Explaining (11%) • NA (84%)

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