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Using neuroscience evidence to train pre-service physics teachers on the concepts of heat and cold
Journal of Physics: Conference Series
PAPER • THE FOLLOWING ARTICLE ISOPEN ACCESS
Using neuroscience evidence to train pre-service physics teachers on the concepts of heat and cold
A Ezquerra1 and I Ezquerra-Romano2
Published under licence by IOP Publishing Ltd
Journal of Physics: Conference Series, Volume 1287, GIREP-MPTL 2018 9–13 July 2018, San Sebastian, Spain
Citation A Ezquerra and I Ezquerra-Romano 2019 J. Phys.: Conf. Ser. 1287 012038
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1 Department of Didactics of Experimental Sciences, Social Sciences and Mathematics. Faculty of Education. Universidad Complutense Madrid, Spain
2 Institute of Cognitive Neuroscience, University College London, UK
DOI
https://doi.org/10.1088/1742-6596/1287/1/012038
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Abstract
Teachers must identify, manage and modify alternative conceptions in their students. However, research consistently highlights that future teachers prioritise disciplines' requirements rather than the educational needs of children. Moreover, some researchers have proposed that the way our senses work shapes the development of children's ideas. Neuroscientists have only recently started to understand how the senses transduce and transmit stimuli. In this study, we show an innovative initial training course of Didactics of Physics, which includes the latest understanding of the thermosensory system. We analysed the progression of the educational proposals written by future teachers. This analysis revealed the effect of integrating neuroscience contents in the initial training. We found that the neuroscience insights helped future teachers incorporating children's misconceptions in their proposals. Additionally, they lowered their expectations and became less frustrated. They understood that it is not expected to quickly modify pupils' alternative conceptions because they have a physiological component
Highway to thermosensation: a traced review, from the proteins to the brain
Temperature maintenance and detection are essential for the survival and perpetuation of any species. This review is focused on thermosensation; thus a detailed and traced explanation of the anatomical and physiological characteristics of each component of this sensation is given. First, the proteins that react to temperature changes are identified; next, the nature of the neurons involved in thermosensation is described; and then, the pathways from the skin through the spinal cord to the brain are outlined. Finally, the areas of the brain and their interconnections where thermoperception arises are explained. Transduction of the external and internal temperature information is essentially mediated by the transient receptor potential ion channels (TRPs). These proteins are embedded in the neurons’ membrane and they hyper- or de-polarize neurons in function of the intrinsic voltage and the temperature changes. There are distinct TRP sensors for different temperature ranges. Interestingly, the primary afferent neurons have either cold or hot receptors, so they are dedicated separately to cold or hot sensation. The information is transmitted by different pathways from the skin to the brain, where it either remains separated or is integrated to generate a response. It seems that both the determination of how thermoperception is produced and how we interact with the world are dependent on the particular arrangement and nature of the components, the way of transduction of information and the communication between these elements
From Thermosensation to the Concepts of Heat and Temperature: A Possible Neuroscientific Component
Alternative conceptions in physics are ideas held by people regardless of their age, ability, sex, race and religion. The persistence and universality of these misconceptions suggest that there must be a common underlying factor found in all human beings. In this work, we suggest how the structure and arrangement of our thermosensory system shapes and constrains the creation of the concepts of heat and temperature. Firstly, we outline the main characteristics of alternative conceptions in physics. Then, we describe the neurobiology of thermosensation. The proteins sensitive to temperature changes can be classified as hot- and cold-sensitive. The nervous system maintains mostly this separation in hot- and cold-fibres and thermal information is integrated in specific areas of the central nervous system. Therefore, it seems that the neurobiological structure predisposes us to categorise stimuli into hot and cold. Understanding the relationship between alternative conceptions and the structure of the nervous system can improve the abilities of teachers to deal with students’ ideas. In particular, this knowledge could decrease the frustration of teachers, since they would understand that human physiology is a determinant factor. Therefore, they should not expect to easily modify their students’ alternative conceptions
Segmental relaxation in semicrystalline polymers: a mean field model for the distribution of relaxation times in confined regimes
The effect of confinement in the segmental relaxation of polymers is
considered. On the basis of a thermodynamic model we discuss the emerging
relevance of the fast degrees of freedom in stimulating the much slower
segmental relaxation, as an effect of the constraints at the walls of the
amorphous regions. In the case that confinement is due to the presence of
crystalline domains, a quasi-poissonian distribution of local constraining
conditions is derived as a result of thermodynamic equilibrium. This implies
that the average free energy barrier for conformational
rearrangement is of the same order of the dispersion of the barrier heights,
, around . As an example, we apply the results to
the analysis of the -relaxation as observed by dielectric broad band
spectroscopy in semicrystalline poly(ethylene terephthalate) cold-crystallized
from either an isotropic or an oriented glass. It is found that in the latter
case the regions of cooperative rearrangement are significantly larger than in
the former.Comment: 10 pages, 4 figures .ep
Desarrollo de contenidos científicos para televisión. Implicaciones didácticas
En investigaciones anteriores (Ezquerra, 2003, 2007, 2008; Ezquerra y Pro, 2006) nos planteamos la realización de vídeos escolares y el análisis de sus efectos en diferentes contextos de enseñanza, así como, la influencia de los medios audiovisuales en la cultura científica. A partir de estas experiencias tuvimos la oportunidad de colaborar como asesor científico del programa de televisión BRAINAIC (emitido entre septiembre y diciembre de 2007 por el Canal Cuatro). En este trabajo vamos a comentar las peculiaridades del desarrollo de contenidos científicos para televisión, su dimensión social y su posible aplicación al contexto del aula
Investigaciones con la utilización de vídeos : “una forma de mirar”
La imagen tiene una innegable repercusión social y educativa. Este hecho nos hizo plantearnos si los alumnos comprenden la información que se trasmite a través de vídeos. Para acercarnos al problema elaboramos diez videos sobre temáticas de Física; los pasamos a una muestra de estudiantes de ESO y Bachillerato y estudiamos qué veían y pensaban sobre el contenido audiovisual que se les presentaba, cómo incidían los elementos (diálogos, carátulas, efectos especiales, etc. ) en su percepción, qué aprendizajes inmediatos generaban, cómo valoraban el uso de estos recursos, etc. En este trabajo se consideran los resultados más significativos de uno de estos vídeos sobre una muestra de más de 150 alumnos de 3º y 4º de ESO y 1º de bachillerato distribuidos en 10 grupos-clase diferentes
Requisitos para la elaboración de audiovisuales escolares
This paper discusses some of the factors involved in the creation of documentaries for teaching purposes. The production of audiovisual material is a complex task which highly depends on the technical resources available, quality standards required and prior audiovisual experience (Barroso, 1988). Our aim was to show the technical requirements, to examine the implementation of audiovisual techniques in the teaching of Science (for secundary students) and helping teachers who perceive the need to use the media as related to the cultural matrix of our societ
Broadband dielectric spectroscopy of nanocomposites based on PVDF and expanded graphite
International audienceNanocomposites based on poly (vinylidene fluoride) (PVDF) and expanded graphite (EG) were prepared by non-solvent precipitation from solution with different EG concentrations. Films were obtained by compression molding and their structural and dielectric properties studied. From Wide Angle X-ray Scattering (WAXS) experiments, it can be assessed that for all EG concentrations the -crystalline phase of PVDF is the predominant crystalline form. However, for composites with high nanoadditive content, higher than 3 wt.%, the -crystalline phase is also detected. Dielectric spectroscopy results showed that the nanocomposites present both high dielectric constant and electrical conductivity at low percolation threshold
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