‘Why don’t you just tell us what light really is?’:Easy-to-implement teaching materials that link quantum physics to nature of science

High school students’ difficulties with quantum physics (QP) are partly dueto their limited understanding of the nature of science (NOS). The essence ofQP can only be understood with informed views about NOS aspects such asthe role of models and the relevance of controversies between physicists.Inversely, QP is an ideal topic for teaching aspects of NOS. However,secondary school textbooks seldom support teachers to explicitly addressNOS in QP. Drawing on a five year research program, including observationsof students and teachers, we present teaching resources that link NOSaspects with QP. Our materials support active and reflective learnin

Understanding geometric proofs:Scaffolding pre-service mathematics teacher students through dynamic geometry system (dgs) and flow-chart proof

International audienceThe objective of this paper is to discuss the pedagogic potential that is offered by the use of a flow-chart proof with open problems and a Dynamic Geometry System in understanding geometric proofs by pre-service mathematics student teachers at an Indonesian university. Based on a literature review, we discuss aspects and levels of understanding of geometric proof and how to assess students’ understanding of the structure of deductive proofs, and how the use of a Digital Geometry System may support students’ understanding of geometric terms and statements, including definitions, postulates, and theorems. The pedagogic focus consists of exploiting the semiotic potential of a DGS, especially the use of GeoGebra tools that may function as tools of semiotic mediation to understand the geometry statements and the scaffolding potential of flow-chart proof with open problems in identifying the structure of deductive geometry proofs

Understanding geometric proofs:Scaffolding pre-service mathematics teacher students through dynamic geometry system (dgs) and flow-chart proof

International audienceThe objective of this paper is to discuss the pedagogic potential that is offered by the use of a flow-chart proof with open problems and a Dynamic Geometry System in understanding geometric proofs by pre-service mathematics student teachers at an Indonesian university. Based on a literature review, we discuss aspects and levels of understanding of geometric proof and how to assess students’ understanding of the structure of deductive proofs, and how the use of a Digital Geometry System may support students’ understanding of geometric terms and statements, including definitions, postulates, and theorems. The pedagogic focus consists of exploiting the semiotic potential of a DGS, especially the use of GeoGebra tools that may function as tools of semiotic mediation to understand the geometry statements and the scaffolding potential of flow-chart proof with open problems in identifying the structure of deductive geometry proofs

The effect of proof format on reading comprehension of geometry proof:The case of Indonesian prospective mathematics teachers

This study aims to investigate the effects of the use of multiple geometry proof formats on Indonesian students’ reading comprehension of geometry proof (RCGP). Four classes of prospective secondary mathematics teachers (N=125), aged 18 to 19 years, participated in this quasi-experimental study. While the experimental group was instructed in three proof formats (paragraph, two-column and flow-chart proof), the control group was instructed in only the two-column proof format. Similar pre- and post-tests, based on Yang and Lin’s (2008) RCGP test, were administered to both groups. N-Gain scores were used to determine the improvement of both groups. The N-Gain scores showed significantly more improvement of students’ RCGP in the experimental group. More detailed analysis indicated that the use of multiple proof formats supports the students’ understanding of the facets of logical status of statements and the critical ideas in the proof. This study shows the benefits of offering multiple proof formats to support prospective mathematics teachers’ RCGP

The Use of Multiple Representations in Undergraduate Physics Education: What Do we Know and Where Do we Go from Here?

Using multiple representations (MR) such as graphs, symbols, diagrams, and text, is central to teaching and learning in physics classrooms. While different studies have provided evidence of the positive impact of the use of MR on physics learning, a comprehensive overview of existing literature on the use of MR in physics education, especially at the undergraduate level, is missing. This manuscript addresses this gap in the literature by reporting on the outcomes of a systematic review study that aimed to provide an overview of the existing knowledge base, to identify gaps in the knowledge base, and to propose future research about the use of MR in the context of undergraduate physics education. For the purpose of this study, we reviewed 24 empirical studies published between 2002 and 2019 in scientific, peer-reviewed journals in the context of undergraduate physics education. The outcomes of this review study are discussed under these themes (a) In what ways does the use of MR in instruction support student learning? (b) What kinds of representations do students use? (c) What difficulties do students face in using MR? (d) What is the relation between students’ use of MR and students’ problem-solving skills? and, (e) What is the added value of technology integration in teaching with MR? We identify gaps in the existing knowledge base, and we propose future research directions in these three areas: (a) Exploring the use of MR in university physics textbooks; (b) Blending of different kinds of MR; and, (c) The use of virtual reality applications