Remarks on Duffin-Kemmer-Petiau theory and gauge invariance

Two problems relative to the electromagnetic coupling of Duffin-Kemmer-Petiau (DKP) theory are discussed: the presence of an anomalous term in the Hamiltonian form of the theory and the apparent difference between the Interaction terms in DKP and Klein-Gordon (KG) Lagrangians. For this, we first discuss the behavior of DKP field and its physical components under gauge transformations. From this analysis, we can show that these problems simply do not exist if one correctly analyses the physical components of DKP field.Comment: 19 pages, no figure

Bose-Einstein Condensation and Free DKP field

The thermodynamical partition function of the Duffin-Kemmer-Petiau theory is evaluated using the imaginary-time formalism of quantum field theory at finite temperature and path integral methods. The DKP partition function displays two features: (i) full equivalence with the partition function for charged scalar particles and charged massive spin 1 particles; and (ii) the zero mode sector which is essential to reproduce the well-known relativistic Bose-Einstein condensation for both theories.Comment: 12 pages, 2 eps figures. To be published in Physics Letter

Opportunities and challenges of China’s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

Consistent with international trends, an emergent interest in inquiry-based science teaching and learning in K-12 schools is also occurring in China. This study investigates the possibilities for and the barriers to enactment of inquiry-based science education in Chinese schools. Altogether 220 Chinese science teachers, science teacher educators and researchers (primarily from the field of chemistry education) participated in this study in August 2001. Participants represented 13 cities and provinces in China. We administered two questionnaires, one preceding and one following a 3-hour presentation by a US science educator and researcher about inquiry-based teaching and learning theories and practices. In each of three sites in which the study was conducted (Shanghai, Guangzhou and Beijing), questionnaires were administered, and four representative participants were interviewed. Our coding and analysis of quantifiable questionnaire responses (using a Likert scale), of open-ended responses, and of interview transcripts revealed enthusiastic interest in incorporating inquiry-based teaching and learning approaches in Chinese schools. However, Chinese educators face several challenges: (a) the national college entrance exam needs to align with the goals of inquiry-based teaching; (b) systemic reform needs to happen in order for inquiry-based science to be beneficial to students, including a change in the curriculum, curriculum materials, relevant resources, and teacher professional development; (c) class size needs to be reduced; and (d) an equitable distribution of resources in urban and rural schools needs to occur.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42933/1/10763_2005_Article_1517.pd

Let's talk evidence: The case for combining inquiry-based and direct instruction

Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current article we reply to this assertion and the premises on which it is based. We review the evidence and argue that a more complete and correct interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction. We show that this conclusion holds for controlled, correlational, and program-based studies. We subsequently argue that inquiry-based and direct instruction each have their specific virtues and disadvantages and that the effectiveness of each approach depends on moderating factors such as the learning goal, the domain involved, and students' prior knowledge and other student characteristics. Furthermore, inquiry-based instruction is most effective when supplemented with guidance that can be personalized based on these moderating factors and can even involve providing direct instruction. Therefore, we posit that a combination of inquiry and direct instruction may often be the best approach to support student learning. We conclude that policy makers rightfully advocate inquiry-based instruction, particularly when students' investigations are supplemented with direct instruction at appropriate junctures

Concepts in K-9 Computer Science Education

Contains fulltext : 155761.pdf (publisher's version ) (Open Access)ITICSE '15 : Innovation and Technology in Computer Science Education Conference 2015 Vilnius, Lithuania — July 04 - 08, 201